SUPPLEMENTAL HANDBOOK FOR COACHES

2018Coaches have a wide range of responsibilities that span from administrative to training and instruction to supervision to modeling behavior to their players, all associated with coaching their teams. Having guidance that is easily accessible and researchable allows coaches to best determine how to spend their time. The guidance that’s being offered here notes easy access to the State Officials’ Coordinator who functions as State Rules Interpreter.

Coaches are expected to read the rules, know them, understand how they relate to one other as some of them absolutely do and adhere to them. Consider this a reference guide that you can quickly access and find useful information to guide your understandings or give you something to frame further questions! You should have received your own portable NFHS Volleyball Rules Book. Don’t hesitate to ask question at stateofficialscoordinator@ohioboysvolleyball.com.

TOPICS

I. Sportsmanship expectations, Coaches Code of Conduct (Appendix A) and Officials Code of Conduct (Appendix B)

II. Complaint process and Incident Report form (Appendix C)III. How to rate referees, rating guidelines, rating scale, R1 Rating Form (Appendix D) and R2

Rating Form (Appendix E), What to look for – a Reference Guide (Appendix F)IV. How to protest during a match (request for reconsideration of R1’s judgment on last rally)V. Eligibility policies and proceduresVI. Administrative policies and proceduresVII. Standardized expectations for tri-matches, quads and tournaments (Appendix G)VIII. Understanding the roles of the R1 and differing roles/responsibilities of the R2 IX. OHSBVA administrative and rule modifications (Appendix H) X. What referees are taught regarding calling hands – Establishing Standards for Calling

Hands (Appendix I)XI. Explanation of player number signaling and Player Number Signaling Chart (Appendix J)XII. Post-season tournament guidelines including the State Tournament

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TABLE OF CONTENTS

TOPIC PAGE NUMBER(S)

I. Sportsmanship expectations Appendix A – Coaches Code of Conduct Appendix B – Officials Code of Conduct

3--54--55

II. Complaint process Appendix C – Incident Report Form

13--56

III. How to rate referees, rating guidelines, rating scale Appendix D – R1 Rating Form Appendix E – R2 Rating Form Appendix F – What to Look for – A Reference Guide

16--58--60--62

IV. How to protest during a match 24

V. Eligibility policies and procedures 29

VI. Administrative policies and procedures 31

VII. Guidelines for tri-matches, quads and tournaments Appendix G – Standardized expectations for tri-matches, quads & tournaments

34--63

VIII. Understanding roles of the R1 and differing roles/responsibilities of the R2 36IX. OHSBVA administrative and rule modifications Appendix H – OHSBVA exceptions to NFHS rules

42--68

X. What referees are taught regarding calling hands Appendix I - Establishing Standards for Calling Hands (Appendix I)

43--72

XI. Explanation of player number signaling Appendix J – Player Number Signaling Chart

49--separate document--

XII. Post-season tournament guidelines including the State Tournament 53

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I. SPORTSMANSHIP EXPECTATIONS (See Appendices A – Coaches’ Code of Conduct and B – Officials’ Code of Conduct)

Let’s look at what the NFHS Coaches Code of Ethics states about expectations of coaches, including sportsmanship: “The function of a coach is to educate students through participation in interscholastic competition. An interscholastic program should be designed to enhance academic achievement and should never interfere with opportunities for academic success. Each student should be treated with the utmost respect and his or her welfare should be considered in decisions by the coach at all times. Accordingly, the following guidelines for coaches have been adopted by the NFHS Board of Directors.

The coach shall be aware that he or she has a tremendous influence, for either good or ill, on the education of the student and, thus, shall never pace the value of winning above the value of instilling the highest ideals of character.

The coach shall uphold the honor and dignity of the profession. In all personal contact with students, officials, athletic directors, school administrators, the state high school athletic association, the media and the public, the coach shall strive to set an example of the highest ethical and moral conduct.

The coach shall take an active role in the prevention of drug, alcohol and tobacco abuse.

The coach shall avoid the use of alcohol and tobacco products when in contact with players

The coach shall promote the entire interscholastic program of the school and direct the program in harmony with the total school program.

The coach shall master the contest rules and shall teach them to his or her team members. The coach shall not seek an advantage by circumvention of the spirit or letter of the rules.

The coach shall exert his or her influence to enhance sportsmanship by spectators, both directly and by working closely with cheerleaders, pep club sponsors, booster clubs, and administrators.

The coach shall respect and support contest officials. The coach shall not indulge in conduct which would incite players or spectators against the officials. Public criticism of officials or players is unethical.

The coach should meet and exchange cordial greetings with the opposing coach to set the correct tone for the event before and after the contest.

The coach shall not exert pressure on faculty members to give students special consideration.

The coach shall not scout opponents by any means other than those adopted by the league and/or state high school athletic association.”

As coaches, you are the face of the OHSBVA to the public. The OHSVBA relies upon you to take your competitive spirit and fight for your teams but in a way that upholds sporting conduct and does not bring embarrassment to you individually, as a coach, to your team and to your school.

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No one should have to tell you that you set the tone for your student-athletes and that life lessons are taught in terms of how coaches handle adversity, how they deal with officials, how they treat the players and coaching staff and how they manage the pressure of match events. No one expects you to be anything but human. Therefore, you’re going to have situations where, upon reflection, you wish you would have conducted yourself differently. And, that’s okay!

One key is that you remember that no one is bigger than the game (something we also tell our officials), that the focus needs to remain on the players on the court who are competing for their schools and that you are allowed your reaction to controversial, challenging plays and to be able to coach your teams but without going “over the top” and doing things designed to show up the referees. Nothing good comes from the latter approach.

Let’s talk about referees. They too have a Code. We try to teach everyone (referees and coaches) about the appropriate role of the officials being match facilitation. This means keeping the attention of everyone on the players on the court – not on the officials, not on the coaches, not on the fans. Referees are charged with maintaining match decorum and resolving issues as fairly as possible. To summarize the Officials Code of Ethics, officials are to master both the rules of the game and the mechanics necessary to enforce the rules, and shall exercise authority in an impartial, firm and controlled manner. This means evenhanded match control.

Officials shall uphold the honor and dignity of the profession in all interactions with student-athletes, coaches, athletic directors, school administrators, colleagues and the public. This means referees have to avoid over-reacting and maintain calmness, composure and self-control.

Officials shall prepare themselves both physically and mentally, shall dress neatly and appropriately, and shall comport themselves in a manner consistent with the high standards of the profession. This means that they are up to the challenges of working long matches without losing focus, that they comply with the OHSBVA appearance guidelines and that their behavior is exemplary.

Officials shall be punctual and professional in the fulfillment of contractual obligations. They need to show up in time to share the workload with their partner and early enough that the home coach and host school administrator is comfortable that the match will be properly covered.

Officials shall inform event management of conditions or situations that appear unreasonably hazardous and shall take reasonable steps to educate themselves to recognize emergency conditions that might arise during the course of competition. This means referees have to understand how emergencies are to be treated, quickly authorize medical attention to an injured player, facilitate getting additional help in concert with the direction of host management and show caring and concern for the well-being of all student-athletes.

So, there are clear obligations on the part of BOTH coaches and officials in how they conduct themselves. This section on sportsmanship addresses how coaches and officials should partner to make sure that there is flexibility to coach, the right to express occasional concerns, mutual respect, and an absence of demeaning actions on the part of anyone.

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SanctionsSanctions exist within the structure of the rules to address behavior that is generally believed to be unacceptable. Sanctions reflect the belief that there is a point beyond which coaches should be willing to go in addressing the officials regarding the decisions they make. Conducting yourself with grace when dealing with adversity sets an incredible example for your team that in no way forces you to give up your responsibility for advocating for your players.

Two rules govern conduct. Rule 12 spells out pretty much everything you need to know. Rule 13 isn’t in the Rules Book or the Case Book; it’s the common sense rule. Would the actions in question be construed in a positive way by a neutral, objective observer with no dog in the fight? If not, the actions are probably not appropriate and, depending upon the extremes, are subject to verbal warning, a yellow card/warning, a red card/penalty or – the one thing no one wants to see – a yellow and red card/disqualification with a penalty point and a suspension and other possible consequences to follow.

Rule 12 states that “Unsporting conduct includes actions which are unbecoming to an ethical, fair, honorable individual. It consists of acts or deceit, disrespect or vulgarity and includes taunting. The NFHS disapproves of any form of taunting which is intended or designed to embarrass, ridicule or demean others under any circumstances including on the basis of race, religion, gender or national origin.” The anti-taunting rule is not hard to understand. There should be no comments from coaches, teammates, players and fans that could cause discomfort based on race, religion, gender or national origin. Coaches are expected to be aware and be part of the solution.

References to sexuality made in a disparaging way, comments about race or ethnic background, hair style, weight, height or appearance from anyone at a volleyball match should be addressed immediately, penalized appropriately and a report filed with the OHSBVA using the Incident Report Form.

Of course, we know that inappropriate, vulgar/bad language should be addressed immediately by the referees, but what does all the rest of the language really mean. Drilling down into Rule 12 lays it out clearly. “No player coach and/or team attendant shall act in an unsporting manner while on or near the court before, during or between sets and a team shall not refuse to play when directed to do so by the first referee.” Articles 8 and 9 of Rule 12 nail it pretty clearly. Article 8 says “Unsporting conduct for a coach, substitute or team attendant includes, but is not limited to, the following:

a. Use of disconcerting acts or words when an opponent is about to play the ball; b. Entering the court while the ball is in play; c. Attempting to influence a decision by a referee; d. Disrespectfully addressing a referee and/or other match officials; e. Questioning a referee’s judgment;

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f. Disrespectfully addressing, baiting or taunting anyone involved in the contest; g. Using electronic equipment, excluding computers (i.e., television monitoring/replay

equipment, headsets, etc.), for coaching purposes during the set or any intermission; h. Using a sounding device (i.e., megaphone, horn, etc.) at courtside for coaching purposes; i. Holding unauthorized conferences; j. Attempting the re-entry of a disqualified player; k. Illegally leaving the designated bench during the set; l. Making any excessive requests designed to disrupt the set; m. Abusing the re-serve rule.

Most of the above are NOT issues in OHSBVA matches. Three are ongoing issues to be addressed. “c. Attempting to influence a decision by a referee” is actually a bit amusing. If we read that one literally, coaches couldn’t make very many comments to the match officials! Moving to “d,” which is “disrespectfully addressing a referee and/or other match officials,” the issue turns slightly away from what a coach says to officials but how the coach says it. Of course, insulting comments about the officials, their abilities or their integrity are disrespectful in content alone. If it’s a passionate plea but done by screaming at the R2 or yelling across the court at the R1, it’s probably does fall under disrespectfully addressing a referee and should be considered unsporting conduct. That’s also why referees react so quickly when bench personnel either emulate what the coaching staff is doing or, on their own, are yelling about a call. What is more tolerable when it comes from the head coach is typically treated as less tolerable when it comes from players or an assistant coach.

Questioning a referee’s judgment is also unsporting conduct by our rules. But how serious are we in terms of this rule?! Logically, there’s some questioning inherent in virtually every comment by a coach and some questions that are statements rather than real questions. Should referees be instructed to shut these down? We’d have to pay for straight-jackets for most of our more reactive coaches if that were the case. Fortunately, we teach our referees (those who pay attention ) that some questioning is the nature of the game and that they have to judge when challenges regarding judgment calls reach the level of frequency that the R2 has to put a halt to them through letting the coach know that he or she is going too far.

Coaches (and players and their teammates) are not allowed to make comments to line judges, period. These are typically disrespectful, allege bias or incompetence, and are typically designed to intimidate or influence future calls. At minimum, these should be warned and possibly carded.

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9 adds commentary about players: “Unsporting conduct by a player includes but is not limited to: a. Use of disconcerting acts or words when an opponent is about to play the ball; b. Disrespectfully addressing a referee and/or other match officials; c. Questioning or trying to influence referees’ decisions; d. Showing disgust with referees’ decisions; e. Using profane or insulting language or gestures or baiting/taunting anyone involved in the

contest; f. Making any contact with an opponent which is deemed unnecessary and which incites

roughness; g. Using any part of a teammate’s body or any object to gain physical support for advantage

in playing the ball; h. Deliberately serving prior to the signal for serve; i. Abusing the re-serve rule; j. Spitting other than into the proper receptacle; k. Making any excessive requests designed to disrupt the set.”

Actually, “a” through “e” are issues of concern while “k” is more of a concern when it’s a stalling action but it doesn’t typically come from players other than mopping non-existent moisture or untying shoes to tie them again at critical points in the match.

We also see a section in the Conduct rule devoted to assistant coaches and their behavior. There are things head coaches need to be aware of to stay within the intent of the rules and help the officials continue to allow the coaching staff to reasonably coach their teams. These will be covered below under “what assistant coaches can and can’t do.”

An OHSBVA rule exception states that assistant coaches are not as limited as they are for NFHS.All coaches for each team are allowed to stand and coach the team on a dead ball as long as all coaches but one are preparing to sit down when the R1 is preparing to authorize the next serve. Also, the OHSBVA allows one (and only one) coach to stand and coach the team while the ball is in play as long as there is no disruptive coaching. The one standing coach can be an assistant coach. So, the seatbelt rule doesn’t apply to assistant coaches, but there’s a tradeoff here. The standing coach (head coach OR assistant coach) is not allowed to be disruptive, and this is where things can get a bit dicey. “Disruptive” means a lot of different things to different people. Guess whose opinion counts? That’s right. It’s the opinion of the R2 in managing the bench and the R1 as the official with responsibility for the match. Happily, the OHSBVA Exceptions to NFHS Rules offers some guidance you can rely upon. The standing coach and other coaches are NOT allowed to address comments across the court at the R1. It’s rude behavior to shout at the R1 across the court, especially since the head coach has the R2 to talk to and shouldn’t be shouting at the R2 either. Perhaps the first time, you get a free pass. But, after that, sanctions may be needed.

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Limitation of sanctionsFor OHSBVA, a sanction that leads to carding a coach does not require the coach to be seated for the rest of the match. You may still have one coach standing on a live ball (it could be a different coach each rally), with the stipulation that continued unsporting conduct (including disruptive coaching) will lead to further sanctions and that sanctions given to the same individual are progressive in nature. The second time a coach commits an unsporting act that resulted in a card, the next sanction is higher. If the first sanction is a yellow card, the next sanction has to be – at minimum – a red card and a penalty point.

A tradeoff for being able to stand and coach your team while the ball is in play is that the standing coach has to remain no closer to the court than 6 feet, coaching from within the Libero Replacement Zone (which means not behind the bench and not beyond the end line) while not blocking the view of the R2 who needs to be able to see the entire court and not interfering with the view of the bench-side line judge or using the standing position to address the R1 across the court. Disruptive conduct includes any of the above where the coaching staff is not in compliance.

Now, what’s reasonable in most cases is for the officials to verbally warn behavior that the official considers disruptive the first time it occurs unless the behavior is over the top to the degree that a yellow card, a red card or even disqualification is appropriate. A verbal warning or a response to control behavior falls first to the R2 since the R2 can move to address the head coach in the interest of early intervention and prevention of continuing behavior of the same nature. Now, the coaching staff will either comply and tone it down or continue the actions that generated the verbal warning and be sanctioned.

If a yellow card is issued, it’s still just a warning, much as the verbal warning was a warning, but now the next act will be elevated to – at minimum – a red card. Now, you have a clear indicator that to the official requesting (R2) or issuing the card (R1) that behavior has crossed the line and needs to be reined back. The head coach is responsible for ensuring this. Coaches should know that sanctioning is progressive and can go from verbal warning or yellow card/warning depending upon the official and the nature of the action, to red card with a penalty point to red/yellow which is disqualification and a suspension at the least. And, if the action is sufficiently rude and offensive, a red card can be issued without a yellow card, and red/yellow can be issued without any previous cards. No referee wants to go down this road. No one wants to disqualify a coach. However, coaches need to control their behavior before it reaches this point.

And to avoid having a series of assistant coaches taking turns receiving yellow cards for disruptive coaching, OHSBVA referees are advised to sanction the head coach for failure to control the bench/coaching staff. Having received a yellow card or a red card for unsporting conduct on the part of an assistant coach should result in the head coach asserting control since the next card must be progressive.

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Remember there are other avenues after the match to address your discomfort with what you considered to be extreme circumstances in a match. But don’t embarrass yourself, your team and your school. We have a complaint process, and you can certainly tell your assigner that you don’t want a certain official or officials refereeing your home matches. Remember not to threaten the officials with a bad rating. The OHSBVA will not tolerate such behavior. There has to be a point beyond which you won’t go.

Okay, so we’re urging self-control, setting an example of good sportsmanship for your team regardless of what’s going on (life lessons – life isn’t fair) and drawing a line in how far you’re willing to go in what you say and what you do. You ask this of your players. You need to lead by example.

The coach has the R2’s ear for occasional voicing of concerns. If your concerns rise in volume and/or frequency, the R2 should warn you that you’re approaching a card which you may or may not prefer to receive to motivate your team. If you use words or gestures that show up the officials, you should expect to be sanctioned. Referees can’t allow this behavior without responding. Remember, you don’t have to agree with calls and non-calls, but you can’t continue to question judgment calls without consequences. We’re not saying that referees should be unduly sensitive about an occasional comment or concern being raised especially on a close call or a controversial play. Our R2s should have the capacity to absorb some heat from coaches. It’s considered normal in a match. Regardless, a coach who asks for an explanation is entitled to one as long as the request is made in a reasonable manner. You’re entitled to know what the referee who made the call saw and what rule was applied. Coaches really need to know the process to request reconsideration if they believe a rule has been misapplied, the wrong rule was applied to the fact pattern or the wrong penalty was charged.

But you can’t cross the line nor can your players, those standing and anyone on the bench.

And, please be aware that referees are taught that a team’s head coach and assistant coach are not to be allowed to engage the match officials at the same time. It’s got to be the head coach talking with (not yelling at) the R2. As soon as the coaching staff go after the R1 across the court, if they don’t stop quickly or they do it too frequently OR they ignore the R2’s effort to intervene, our officials are instructed to sanction the offense to prevent repetition. Right or wrong, you can’t take it over the top or continue behavior which OHSBVA rules say are unacceptable.

Let’s talk about assistant coaches. Their role is to coach the team, not the officials.

Requests from assistant coaches and captainsThe rules do NOT permit assistant coaches to request time-outs or substitutions. If an assistant coach attempts to do so, the R2 should simply facilitate by verifying with the head coach and instruct both coaches regarding how this needs to occur for future requests. Captain requests are extremely unusual. They too should be facilitated through the head coach. The R2 is primary in handling these situations.What assistant coaches CAN’T do

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What assistant coaches can’t do and should not be allowed to do is to address the R1 across the court regarding judgment calls/decisions or constantly comment to the R2 about the R2’s calls or the R1’s calls/non-calls either while standing or sitting. Should referees be unduly picky about an occasional comment or concern being raised? No. Our R2s have to be a bit thick-skinned.

But, assistant coaches can’t be allowed to constantly challenge what’s going on – that’s not their role. Actually, neither is a head coach supposed to be making an on-going commentary about the officiating. Nevertheless, schools with multiple assistant coaches will frequently assign an assistant coach to “work” the R2 regarding nets they want called, calls they believe the R1 should be making and anything else that would benefit their teams. Assistant coaches are not permitted to ask for a substitution or call a time-out. If they do, the R2 should get the head coach to make the request rather than simply ignoring it.

What assistant coaches CAN do: COACH THEIR TEAMS!1. Ask the second referee during a dead-ball situation, to review the accuracy of the score, verify the number of time-outs used, the serving order of his team (lineup check), verify proper server for the opponent or the number of substitutions used and ask for the court to be wiped or to have other safety concerns addressed unless these requests are used as a tactic to delay play and affect match flow;2. Stand at the bench to greet a replaced player; 3. Confer with players during time-outs;4. Spontaneously react to an outstanding play by a member(s) of their own team or an outstanding play by the opponents;5. Attend to an injured player with permission of a referee;6. Stand in the Libero Replacement Zone to coach the team on a live ball without disrupting play.

What can head coaches do1. Everything assistant coaches can do; and 2. During play, the head coach shall be no closer to the court than 6 feet from the side line. 3. Request a time-out or substitution during a dead ball;4. Confer with referees during specifically requested time-outs.

What can teammates and other bench personnel or standing substitutes do1. Spontaneously react to an outstanding play by members of their own team or an outstanding play by the opponents;2. Go to a non-playable area to warm up without volleyballs prior to entry into the set as a substitute;3. If seated, stand at the bench to greet a replaced player(s), then immediately sit down.4. If standing, take several steps toward the court to cheer their teammates as long as they immediately step back to their standing positions in line with the bench extended.

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DO NOT!Do not make insulting comments about the R1, the R2 or the line judges or other assistant officials that are loud enough for anyone else to hear. Do not pretend that these comments were intended for your coaching staff and not for the ears of the officials. If anyone can hear it, you own the responsibility for the content of the comment and the sanctions that exist to prevent behavior of this nature.

What the R2 and R1 should and should not be doingFocusing on early intervention and prevention of problems escalating by working with coaches – to address their valid concerns, voiced reasonably. The R2 is asked to work evenhandedly with both coaches and should be prepared to absorb a “normal” amount of commentary while keeping the coach out of the sub zone. Match facilitation includes not allowing the coach to draw unnecessary attention to himself or herself (since the match is supposed to be about the players on the court) by providing appropriate information without allowing stalling/delaying play and ensuring that a warning is issued as needed. This may prevent the need for a card later in the match or prevent the other coach from starting to make comments to make sure that his/her team isn’t negatively affected by the whining. • The R2 should address coach concerns to avoid the R1 having to issue a card.• The R1 should not verbally address the coach across the court.• The R2 must be aware that, on a particular play, a coach may have a valid concern or issue. • If the R2 is not dealing with a coach’s concerns, separating valid issues from ongoing efforts to

influence calls, the R1 may have to either selectively communicate to the coach through the team captain or card the coach for his/her partner’s failure to serve and protect the R1.

• The R2 should work with coaches, basically letting them coach their teams, providing short/quick explanations as needed on unusual plays while not allowing an on-going challenge to how the R1 is conducting the match.

• R2s are told their responsibilities begin with “serving and protecting” the R1. When the R2 lets a coach cross the line, including allowing a coach to continually address comments about the R1 regarding calls and no-calls, including addressing the R1 across the court, the R2 will leave the R1 with little choice – often this leads to a card being given to the coach that could have been prevented.

• An R1 may issue a card to the coach that the R1 is really giving to his/her partner for failure to protect.

• At some point, a line has to be drawn. Failing to draw a reasonable line negatively affects the match.

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How coach and referee attitudes help or hurt a matchReferees must come to the court with a positive, problem solving attitude and avoid over-reacting to coaches’ concerns. Coaches must come to the court with a positive, attitude, looking to work with the referees as needed to get their valid concerns voiced without continuing to question judgment calls. Referees should partner to get calls right and facilitate the match, focusing it on the players on the court. They should avoid over-controlling a match but also under-controlling it.Coaches are responsible for controlling their players and helping to prevent talk through the net. When players celebrate in the face of the opponents instead of celebrating with their own team, the match can turn ugly. Coaches and referees need to be alert and be part of the solution.

Acting-out behavior has to be addressed and shut down. Player attitude can come out in an “in-your-face” way or be channeled in the form of celebrating together for a great kill or block or a save. Trash talking, chatter through the net, reaching through the net while pointing out who assignments, posturing or pointing at the opponents must be addressed and put to a halt. Card issuance is all about the right response to benefit the match – referees should issue cards, when appropriate, to control the match, not out of anger.

Overloaded testosterone from adolescent males can surface in the form of expressing distaste or disgust in response to referee calls and non-calls. Obviously, these actions have to be addressed for proper match control. The referees must quickly and firmly address and control challenges to calls by players. The captain is the only player able to talk to the referees and, even then, there are strict limitations on what can be discussed and how. A strong whistle, a warning to/through the captain and coach and sanctioning as needed are all tools that may have to be used.

How the R1 and R2 treat everyone does a lot to help create comfort or discomfort. Coach attitude is something the R2 in particular has to be prepared to address by absorbing what can reasonably be absorbed and not letting the coach cross the line – the referees must remain neutral and dispassionate regardless of the coach’s attitude. Some dissonance is normal, and not every reaction has to be addressed. It’s important that the referees keep their composure and not overreact, keeping out of the match as much as possible. Wisdom is knowing what intervention is needed and when.

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II. COMPLAINT PROCESS AND INCIDENT REPORT FORM

Things happen before, during and after volleyball matches that, in hindsight, no one is happy about.Coaches may believe that the officials took the match away from their teams and, in response to a single call/non-call or handling of a situation or an accumulation of perceived wrong judgments, they may do or say something that is inappropriate and instantly regretted out of the heat of battle. Or, officials who allow coaches to continue to challenge judgments calls and are fed up by the time the match is over may say something equally inappropriate to a coach or player that requires someone to look into it and determine what to do about the action.

The policy that has been in place for many years is designed to ensure due process, fairness and openness as well as to limit the involvement of those without direct knowledge or those without a need to know. Everyone makes mistakes. Sometimes, these mistakes require consequences. The key is to not make judgments without sufficient information and to tie any consequence to the level of established offense. “He said/she said” situations are difficult to revolve and involve subjective perceptions when the process has to sort things out as objectively as possible. Here’s the process which needs to be reviewed due to not being consistent with the process that appears in the current OHSBVA Constitution.

OHSBVA COMPLAINT PROCEDURE

1. Upon the occurrence of a “situation,” ejection, incident, etc., a complaint form (Incident Report form) must be filled out and returned to the appropriate party identified on the form no later than seven (7) days of the incident.

2. Upon reception of the completed form documenting the incident, the OHSBVA President or Executive Director will inform members of the Executive Committee of the Board about the situation, and all available Board members will be able to review the complaint within three days of receipt of a copy of the Incident Form and offer input unless already involved in the complaint.

3. After review, Committee members will recommend (further) penalties or corrective actions to be assessed the parties involved in the incident, as appropriate. The OHSBVA President or Executive Director or State Officials’ Coordinator will then inform school personnel and all other involved parties of the penalties and/or findings of the Committee imposed, if any, and of any and all actions that will take place as a result of the incident.

4. Appeals of the penalties made be made by the affected parties and will require a hearing be held with the Executive Committee of the Board. The appeal must be held in a timely manner or within one month of the penalties to be imposed.

5. All decisions made through using this procedure are considered final upon review of the appeal and final determination.

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COMPLAINT RESOLUTION DETAILS

The above information describes the process put in place by the Ohio High School Boys’ Volleyball Association (OHSBVA) to address “incidents” that arise in relationship to OHSBVA matches. Hopefully, this process will need to be used infrequently, but it is critical to have a system in place that is clearly communicated to coaches, athletic directors and officials. When the OHSBVA becomes aware of an incident involving a boys’ volleyball match, it is sometimes necessary to have the parties to the incident document what occurred in the interest of appropriate review, determination of potential consequences and due process. Without a standardized process, it could be difficult to make a fair determination of appropriate action and penalties for inappropriate behavior. And, if an “investigation” is required to establish a fact pattern, having documentation through completed incident report forms can help ensure a decision that is fair to all involved parties. The OHSBVA has put together a system aimed at holding all participants (coaches, players, non-players on the bench and officials) accountable for appropriate behavior at matches.

Timing

Documentation using the OHSBVA Incident Report is to be completed by all involved parties and submitted through the process above no later than seven days following the incident to the OHSBVA President or Executive Director and contact with the State Officials’ Coordinator should occur as soon as possible but typically no later than 24 hours after the incident in question.

Incident Involving Player or Coach Behavior

Where an official, school, or other party is involved in an “incident,” even if the behavior in question was already subjected to penalty (such as a disqualification) or whether the incident occurred after the match, the OHSBVA may need to assess whether the level of penalty was warranted or whether an additional penalty is merited. For example, let’s take a typical situation where the match officials believe that player, coach or other bench personnel behavior was so unacceptable as to merit consideration of additional penalties. Let’s say there was a post-match incident or a disqualification that was marked by very serious misbehavior or where additional behavior after the disqualification is involved. The filing of the Incident Report could lead to a review to determine whether additional consequences should occur and could include whether the behavior of the official was within the realm of acceptable professionalism and proper procedure. The completion of an Incident Report by all parties helps result in a fair determination of facts and helps result in a fair conclusion with appropriate action.

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Responsibility of Match Officials

Officials are charged with preliminary responsibility for judging the seriousness of unsporting behavior on the part of coaches, team members and fans and responding accordingly. In doing so, officials are expected to issue penalties in a professional manner and deal with poor behavior through a progressive system of cards that serve to warn, penalize or disqualify and the ability to have non-participants removed from the facility by host management. Yet, there are times when written documentation is needed to support the action taken and to offer due process to anyone who may be subject to additional penalties. The key to fairness and due process starts with the accurate capturing of the varying perspectives of what occurred from having a process where an Incident Report is completed and filed by each of the involved parties. The Incident Report form serve as a parallel to the card system that officials have available; it could be aimed at addressing participant behavior including the behavior of officials in a way that would logically offer fair review, due process, peer involvement and a system of progressive consequences based on the seriousness of the behavior in question and whether previous incidents have occurred and been documented.

Questionable Behavior on the Part of an Official

Situations may occur where an Incident Report will be filed to address perceived inappropriate behavior on the part of an official. The OHSBVA holds its officials reasonably accountable for appropriate behavior at matches. The same process would follow if an official’s behavior was at point.

Incident Report Form (Appendix C)Items that should be reported are described and the completed form should be sent to the OHSBVA President, Executive Director and State Officials’ Coordinator.

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III. HOW TO RATE REFEREES, RATING GUIDELINES AND RATING SCALE [plus R1 Rating Form (Appendix D), R2 Rating Form (Appendix E) and What to look for – a Reference Guide (Appendix F)

The stated purpose of coaches rating referees during their matches is to provide cumulative subjective information to be reviewed in determining which referees should be considered for the State Tournament by each respective Region’s Post-Season Selection Committee which also considers assigner recommendations, performance on high-level matches, and personal knowledge of officials’ capabilities from each of the members of the Selection Committee (the Region Coach Representative, serving as chairperson; Assistant Coach Representative; Regional Referee Coordinator; the Region’s Rules Interpreter; and the State Officials’ Coordinator). Officials are put in rank-order by each Selection Committee with coaches’ ratings playing a primary role in determining which officials who requested consideration for the post season will be offered match assignments.

How to Improve the Process of Coaches Rating Referees

WHAT CURRENTLY NEEDS IMPROVEMENT

The current system of coaches rating official could use greater support in terms of helpful hints to better teach coaches what to look for in rating referees. Here’s what we’re looking to improve:

1. Help coaches better understand what they should look for during a match to be able to fairly rate the match officials, even while they are primarily focused on coaching their teams.

2. Offering an easier to use a new 1 (lowest) to 5 (highest) rating scale with the score reflecting the coach’s perception of the R1’s performance and the R2’s performance during the match in terms of would they be able to perform well in handling the challenges of State Tournament-level matches. R1 performance and R2 performances are to be assessed separately. We need coaches to understand that giving referees a blanket “5” score means the coach is undercutting the intent to effectively rate referees for post season and State tournament. There is also a zero (0) to use when a confirmed/contracted referee does not show up.

3. Give coaches concrete things to focus on to help avoid the tendency to have ratings be high or low based on whether the coach’s team won or lost.

4. Help coaches understand that big matches including high-level and rivalry matches (whether competitive or not) have tended historically to produce lower ratings even though the referees assigned are often top level. If our top referees get lower overall ratings from working the toughest matches in the region, this defeats the purpose of the rating system and contributes to the post season assignment of those referees who take easier matches.

PRELIMINARY THOUGHTS: LOOKING AT CURRENT RATINGN TOOLS AS CLUES TO BETTER UNDERSTAND WHAT TO RATE ON

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NCAA College Women’s Volleyball uses an evaluation process involving a skilled, trained knowledgeable observer who is not involved in officiating the match and a comparable 5-point rating scale to assess the skills demonstrated by the R1 and R2 for each match. Match difficulty is identified using a scale of 1 for an easy match (low intensity, lack of controversial calls/situations, relatively calm coaches, etc.) to 5 (difficult-to-officiate match). Unfortunately, OHSBVA has yet to determine how to factor this into our rating process. The limitation to this process is that it requires someone very knowledgeable about officiating and holistically about volleyball whose focus is dedicated to assessing the skills, techniques and mechanics of the officials. Therefore, there is limited applicability to what we can reasonably expect our coaches to do since their primary focus and responsibility is coaching their teams.

Nevertheless, let’s take a look at the rating scale/rating categories approach and what is included in each category. These will offer a reasonable comparison to the help with the guidelines we’ll be providing. As noted, skills are judged on a scale of 1 to 5:5 = Excellent skills demonstrated, post-season level performance;4 = Above average performance, post-season level performance;3 = Average skills demonstrated;2 = Below acceptable standards;1 = Significant problems.

Comments are required for any category where a 1 or 2 rating is given. Rating categories for the R1 include:1. Communication and interactions where the evaluator assesses whether signals are clear and

appropriate, the right mechanics followed, effectiveness of verbal/non-verbal communications with players, coaches, the R2, and effectiveness with which line judges are used.

2. Professionalism and comportment includes punctuality in arrival at the match site and courtside, appearance, approachability, impartiality, not being influenced by teams or fans, overall body language and facial expressions (interested and attentive but with calm demeanor) and whether respect for participants is displayed.

3. Ball-handling consistency involves team-to-team, early to late, set to set, setter/non-setter and general consistency in accordance with acceptable standards for the level of the match.

4. Ball-handling decisions and judgment would require using a scale such as a 1 (low) to 5 (high) score to indicate the quality of the R1’s decisions and if a particular type of play (such as saves out of the net, for example) was frequently misjudged, it should be circled

A. Sets by setters B. Sets by non-setters C. Setter dumps

D. Tips E. Net/block recoveries F. 1st ball and 3rd ball contacts

5. Net play rules application and decisions include proper application of the net fault rule, back-row or libero attacks, back-row blockers, and illegally reaching over the net.

6. Touches involve attacks that don’t cross the net to the opponent’s side, touches on the block or defense.

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7. Other decisions include plays involving the antenna, “pancakes,” center line faults, and knowing there is no pursuit rule and judging when a ball is no longer on the plane of the net extended.

8. Match control involves shared administration of the warm-up with the R2, controlling player/coach behavior appropriately with verbal warnings and sanctions when needed, displaying decisiveness, allowing the R2 to work with the coaches (serve and protect role) and setting an appropriate and consistent match tempo.

Unfortunately, the observation by coaches is from an angle not enjoyed by the R1, especially on touches. Volleyball officiating is all about angles, and it is acknowledged that the coach has a very different angle on most things than the R1. This is something for our coaches to take into account in rating OHSBVA referees.

Rating categories for the R2 include:1. Communication and interactions where the evaluator assesses whether signals are clear and

appropriate, the right mechanics are followed, effectiveness of verbal and non-verbal communications with players, coaches, the R1, the official scorer and libero tracker, time-out and substitution administration.

2. Professionalism and comportment includes punctuality in arrival at the match site and courtside, appearance, approachability, impartiality, anticipation of concerns, not being influenced by teams or fans, body language and facial expressions and whether respect for participants is displayed.

3. Net fault decisions involve the R2’s level of attentiveness to potential net contacts, ensuring that a net fault is called only if a player’s body part touches the net throughout from pad to pad while the ball is still in play.

4. Center line faults involve good judgment being used for fault/no fault decisions using the current OHSBVA center line rule and players landing with a foot or feet outside the sideline (interference or non-interferences).

5. Touches involve attacks that don’t cross the net to the opponent’s side, touches on the block or defense, leading the R1 per the pre-match agreement where appropriate.

6. Antenna plays involve the R2 whistling his/her own antenna on a clear antenna fault (ball hits antenna at or above height of net, moving where possible without interfering with a player making a play on the ball outside the pad/stand on the R2 side and getting an angle on balls hit near the antenna by a player off the court.

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7. Match control involves shared administration of the warm-up with the R1, controlling player and coach behavior appropriately with verbal warnings and sanctions when needed, displaying decisiveness, working with the coaches (serve and protect role) to anticipate/address appropriate concerns and contributing to an appropriate and consistent match tempo.

8. Overlaps involve player tracking, showing awareness and appropriate prevention, not making inappropriate overlap calls that could be prevented when the set/match are on the line.

9. Assistance to R1 involves ball handling out of the view of the R1, following the pre-match agreement regarding when ball-handling help will be offered, help with pancakes by stepping out toward the court with a down ball signal as needed or a head nod to say ball was ‘up,” help in identifying illegal back-row attacks/blocks/reaching over and libero-related issues.

Comments about specifics of the R1 and R2 performance are helpful as well in detailing specifics where something notable is being shared. It should be clear that it is very difficult to coach one’s team and consistently assess whether essential eye communication and partnering between the R1 and R2 is either happening or not. There is no way our coaches are in a position to do this kind of an assessment.

However, what our coaches can do is to try to use the above categories, detach emotion, understand the difference in angle in terms of how hands are viewed and, instead, focus on consistency and reasonability of hands in the context of the level/strength of the match. Were hands calls appropriate for the level of the match? Detaching a coach’s emotional reaction is essential in fairly determining whether ball-handling (setter and non-setter) was clearly superior in terms of skill execution in terms of one team versus the other team and noting whether hands calls reflected any disparity.

A good frame of reference is, despite the R1’s reluctance to make a hands call with the set/match on the line, assessing whether that same type of call been made throughout the match. Was the R2 a facilitator in terms of responding to appropriate coach questions on controversial plays or did the R2 allow either coach to delay the match by constant challenges and by consistent comments about ball handling and other judgment calls without being held reasonably accountable.

RATING GUIDELINESIn rating referees from 1 (lowest) to 5 (highest), ask yourself these questions based on an official’s performance as R1 or R2.1. Can this official handle the stress of a highly competitive match? [We know your match may

or may not have been highly competitive, but please assess the referees in terms of working a highly-competitive, high level match]. If not, don’t give the referee a “4” or a “5.”

2. Can this official handle a fast-paced match or is he/she more suited for a slower match? [Again, we know your match may have been a slower match and the referees did fine, but do your best here! Logically, if the referee didn’t handle a slower-paced match by keeping up with play, it is unlikely the R1’s performance would be better on a fast-paced match.] If you don’t believe the referee can handle a fast-paced match, don’t give a rating higher than “3.”

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3. Can this official call hands appropriate for post-season matches where, even in matches between lesser-skilled teams, someone’s season is on the line? [If the official calls appropriate hands, this may be a good indicator especially if the hands in your match were “challenging” to call reasonably and consistently.] If not, don’t give a rating higher than 3.

4. Were hands called reasonably, consistently and fairly from start to finish, team to team, position to position (setter, non-setter) and skill to skill?

5. Did the R1 try to take over the match or stay out of it by calling clear hands faults and letting play on ones that didn’t have to be called? If the R1 inappropriately took over the match, making too many calls from not setting reasonable hands, rate no higher than a 3.

6. Did the R1 let everything play and “dumbed down” hands skills, a lower rating is warranted. 7. If the R1 called every clear fault that should have been called and did a good job overall, a

higher rating is warranted.

Keep in mind that a lack of hands calls, in and of itself, does not determine a good official. Sometimes, “no-calls” for the level of play and in various stages of a match are the “right” call.

Prior to the match, from what you were able to observe, did the referee being rated:1. Arrive on time [courtside no later than 30 minutes before match time] and dress professionally

[clean and pressed white shirt with OHSBVA patch, clean white shoes and white socks, black dress slacks]?

2. Communicate well with the assistant officials (scorekeeper, libero tracker, timer, line judges), coaches and administrative support staff? [Congenial, approachable, projecting comfort, neutrality/objectivity rather than being overly friendly].

3. Did a referee (R1) instruct line judges prior to the match, did the referees divide tasks and check for proper net height/tautness, antenna position and covering of sharp edges, game ball pressure check? [We realize you’re focused on your team’s warm-up and other administrative issues, but did you observe anything that suggests the referees were diligent or deficient in their pre-match duties.]

4. Was the pre-match with coaches and captains conducted reasonably, concisely and amicably and was anything essential missed in the discussion such as pre-match events, playable area, hazards?

During the match:1. For the R1 (and, to a degree, the R2), was there appropriate separation of whistle and fault

hand signaling and then result (which team won the rally) to enable you to understand what had been called? Were the signals held long enough for you to see them? Did the R1 whistle as soon as the ball clearly hit the floor, allowing for a slight delay when there was a question of whether the ball hit the floor or not)? [Were hand signals crisp, text book and comfortable, held high when appropriate. Were there noticeable and significant delays in whistling after the ball had clearly hit the floor? Were there sloppy-looking hand signals for calling faults and awarding the point?

2. Were the correct hand signals used by the referees (touch, when it was touched out; out when there was no touch on the same side that contacted the ball last; 4-hits when the ball was contacted for the 4th time before it hit the court, etc.)? Were player numbers signaled for net faults and center line faults accurately (according to the OHSBVA number signaling chart)? [Familiarize yourself with the chart on ohioboysvolleyball.com under Rules!]

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3. Did the R1 set hands appropriately for the level of the match and were hand calls that were made appropriate for a Varsity-level match? [Think about whether the hands were good or mediocre on one or both sides of the net, whether all clear hands faults were called with play on when reasonable to do so, were setter and non-setter hands called based on the same standard, were bad doubles on 2nd and 3rd contacts called, especially when the ball was chucked over the net to the opponent’s side.]

4. How was the consistency of calls throughout the match and for each team?5. Did the R1 determine an appropriate level of play if skill levels of the two teams were

dramatically different? Did the R1 “challenge” the weaker team to rise to the higher level of play (typically hands play) without completely taking them out of the match but while not dramatically lowering the threshold for the higher skilled team? Did the R1 hold both teams to the same standard?

6. Was the R2 alert for player position switches and overlaps, using prevention where appropriate?

7. As an R2, did the official keep track of overlapping and out of rotation without over-dependency on a lineup card which interfered with attention to the court, offering informal signals/help and partnering?

8. Did the R1 partner with the R2 through scanning and centering, working to get the call right on possible back-row attacks, back-row blocks, over-the-net calls and libero play?

9. Did the R1 use the line judges effectively, showing overall awareness of their help?10. Did the R2 partner step out to help the R1 with libero-related faults (attacks, attacks off a libero

set in attack zone), back-row attacks, back-row blocks?11. Did the referees properly addressing screening concerns? 12. Did the R2 communicate comfortably in response to the coaches while not allowing delays or

continuing challenges to judgment calls without warning or requesting a card?13. Did the R1 avoid talking across the court to the coach but, rather, allowed his/her partner to

address concerns?14. Were requests from coaches seeking clarity on a call and rule interpretation handled

appropriately?15. Did the R2 allowing the coach to effectively teach his/her players without being overly

controlling.16. As an R2, did the official keep substitutions moving expeditiously without delaying play?17. As an R2, did the official diligently watch for net and centerline violations while continuing to

keep an open look through the net at play to offer informal help to the R1?

COMMENTARY: The credibility of the rating system for post-season selection rests on coaches to take the process seriously, not use throw-away “5” ratings that can distort the results and can lead to referees who are not up to the challenge being assigned not only to post-season matches but even to the State Tournament. In a dual Varsity match, you’re typically looking at one side of a referee: R1 OR R2. But your rating is a score that is intended to reflect how that referee might perform at the State Tournament where the official will have to perform as both an R1 and an R2 for a total of four matches. Try to remember this when you’re giving a rating.

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The purpose of a rating “system” is to try to move past individual coach consistency (assuming you’re consistent and not swayed by match emotions and winning/losing in giving ratings) to generalized consistency among coaches. We’re asking you to do what you can to address the parallel complaint often voiced by coaches: “Be consistent!” You ask this of referees and are sometimes not happy when one referee calls hands differently than another (tighter/looser), and you want referees to all be a bit more alike in what they call and allow. The challenge here is to bring coaches closer together in what criteria they use to rate referees to help us select the “right” officials for the State Tournament and District and Regional matches as well.

OHSBVA COACHES RATING SCALE

The above information provides the background. Appendix F (“What to Look for – a Reference Chart”) is intended to provide a quick reminder to help you look for what referees should be doing as R1 and R2 to rate their performance. When you give a rating of 3, you are helping to make sure a referee is unlikely to get post-season officiating opportunities. This is okay if the person shouldn’t be refereeing in the post season or where a really good referee has a really not-so-good match. When you give a rating of 1 or 2, you are essentially saying that the referee’s performance in this single match was so bad that you’d prefer the official not referee one of your matches again.

For the State Tournament and for Regional finals and some Regional semi-finals, the referees who are selected by your ratings will have to be able to perform effectively as BOTH R1 AND R2 to provide the level of service to which the teams are entitled. If you were one of these teams, would you want this official to be the R1 or R2? If yes, based on the official’s performance, rate the official a 4 or a 5. If no, select 3 or 2 or 1, whichever is appropriate. Top level officials should be operating at a 4 or 5 for virtually every match they work. Mid-level officials should not be given 4 or 5 since, to do so, negates the 4 or 5 given to the top-level officials the coaches want as referees for the post season and for the State Tournament.

5 = Excellent skills demonstrated, post-season level performance. This is a referee you would like to see on a big match. Knows what he/she is doing. Reasonable, consistent, approachable, comfortable, partners well, uses crew well, avoids intruding unnecessarily into match, understands referee’s role is to facilitate a match and make it about the players on the court. If the match is challenging, high-skilled or not, the referee handles it with composure, avoids overreacting to coaches’ reasonable concerns but doesn’t allow anyone to unduly delay the match with ongoing commentary or turn to unsporting conduct without it being addressed reasonably. Handles a match between top teams, a big/rivalry match, a match between evenly matched but medium skills teams, a match with skill disparity and match between lower-level skill teams by calling all obvious faults and letting play continue where possible.

4 = Above average performance, post-season level performance. A strong performance as R1 or R2 but not worth a “5.” You would be comfortable with this official being assigned post-

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season matches at the Regional level or higher. This could be a State Tournament-level official having an “off night.”

Ratings of 4 and 5 should be reserved for those who demonstrated the ability to officiate well at a high level, suggesting consideration for the State Tournament or at least post season at the District or Regional level.

3 = Average skills demonstrated. With some work, the referee might be able to officiate District level matches in the post-season. This rating may be given to a referee whose skills are normally in the “4” or “5” range but who has a not-so-good match.

2 = Below acceptable standards. You’re basically saying that this referee has no business in working your matches.

1 = Significant problems. The problems you noted during the match were so serious that the person should not be officiating as R1 (or R2) without re-education.

0 = A contracted referee failed to show up.

Ratings of 1 and 2 should be given only when truly warranted.

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IV. HOW TO PROTEST DURING A MATCH (REQUEST FOR RECONSIDERATION OF “RULING” ON LAST RALLY)

The often-asked question is why the OHSBVA does not have a standardized protest procedure that clearly lays out how to go about getting reconsideration of the R1 (or R2’s) decision on the last rally and that also addresses issues involving accuracy of the score. Well, we do have much more extensive guidance than the NFHS provides to OHSAA and it does include what can be done to get the score right. Let’s separate the two issues to address them as clearly as possible.

First, the intent is to get it right. That’s why we emphasize partnering; a pre-match discussion between the officials; effective instruction of and use of the entire officiating team including line judges, official scorer and libero tracker; and taking the time to consider a coach’s request and treating it with respect unless it is clearly a stall tactic.

Why do we hear so little about “protests” during OHSBVA matches? We’re not really sure, but it could have something to do with coaches either not knowing how to go about posing the question and getting it considered OR a fear that challenging the referees’ decisions (especially those of the R1) could result in not-good treatment of the coach’s team for the remainder of the match. It’s really unfortunate if this is the case because we instruct our referees to treat this request with respect and to facilitate it in the interest of getting it right. The only thing that jumps right out and mitigates the belief that coaches don’t ask for reconsideration is that many if not most coaches spend the match letting the referees know virtually every time they don’t agree with something!

So, let’s focus on what is in our control which is how to go about asking for reconsideration, what can be reconsidered and what should be rejected without consideration. Here are the rules. If a referee’s decision (R1 OR R2) is involved in the “protest” (as opposed to the score not being right), the head coach of the concerned team has to ask for reconsideration before the NEXT rally. The coach needs to go through the R2 and indicate his/her concern and be willing to take a special time-out to ask for reconsideration. AND, the issue at hand CANNOT be solely disagreement with a referee’s decision.

That’s right. Judgment calls are not subject to challenge. But if it’s a combination of a referee’s judgment AND a rule interpretation, misapplication of a rule, application of the wrong rule or misapplication of a penalty, all these are subject to appropriate discussion and resolution. But it’s got to be something that happened before the R1 authorizes the next serve, and then it’s the R2’s job to facilitate the coaches concern being addressed. It all starts with the R2 listening carefully to what the coach is concerned with.

When the R2 hears the coach’s concern, the R2 has to determine whether the concern involves a resolvable issue. If it’s either judgment or something that wasn’t on the last rally, it’s going nowhere. The R2 answers the coach’s concern as best he/she can, steps back into position on the receiving team’s side and turns the court back over to the R1. The R2 will not allow a special time-out to be called in this circumstance.

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However, if the coach is challenging a rule interpretation, the process is handled differently. First, the R2 tries to answer the coach’s concern by explaining the rule to the coach. If the R2 believes the coach’s articulation of the rule in question just might be valid, the next step is to grant the special 60-second time-out but NOT to have the clock started. Instead, the R2 will use the agreed-upon technique for being called across the court by the R1 to go to the R1 to review the coach’s concern.

The R2 will tell the coach that the referees will discuss the concern and will NOT allow the coach to cross the court. The circumstances where a coach is allowed across the court are almost non-existent for high school volleyball. The worst-case scenario that has been encountered is the coach marching across the court waving a rule book and showing up the R1. That situation led to a card being issued.

The R1 will listen to the R2 describe the coach’s concern and which rule is in question or the penalty being challenged. If the R2 believes the coach is correct, the R2 should articulate why, the rule that should have been applied to the circumstances of the play or the proper interpretation of the rule in question. The R1 is free to agree or disagree. If the R1 agrees, the R2 will take the reversed ruling to the coach who “protested” and then explain the situation to the other coach. It is not inconceivable that the other coach will ask for reconsideration, too!

If the R1 disagrees with the coach’s contention or is unsure, the R1 will get off the stand and retrieve his/her Rules/Case Book or the R2’s copy, and it is at this point that the 60-second time-out starts. The R1 and R2 try to find the appropriate portion of the Rules or Case Book citations or the OHSBVA rule exceptions to resolve the issue. IF the coach has the citation handy of what he or she believes the correct rule interpretation to be, the R1 and R2 should be receptive to viewing it and determining if it is on point. After 60 seconds, the R1 may continue to look for the pertinent information, but the determination to sustain the initial ruling or to rule in favor of the coach should not take more than about another 30 seconds to avoid further delay. In challenging a ruling, the coach is required to say which rule has been misinterpreted. Therefore, if a sincere effort to find the pertinent rule information doesn’t produce a result after 1:30, the ruling stands and the coach’s team is charged with a time-out.

If the team had previously used its two time-outs, is granted a special time-out for reconsideration and the ruling is sustained, the opposing team is given a penalty point which is the same penalty as a team being charged with unnecessary delay after having used its time-outs. The key is that the coach’s request is treated with respect rather than being rejected out of hand and that the R1 and R2 facilitate reconsideration rather than punishing the coach’s team with dubious calls for the remainder of the match for daring to challenge the officials. Here’s what we provide as guidance for our referees:Request by Head Coach for Reconsideration of R1’s Ruling on the Last Rally

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Referees are expected to facilitate a head coach’s request for reconsideration of the R1’s ruling on the last rally using the following process and with the following stipulations:

Match officials are expected to facilitate requests for rule reconsideration with patience and equanimity. A legitimate concern is entitled to fair consideration. However, the continued raising of challenges to judgment calls is unacceptable and subject to sanction so it’s important that coaches be using the reconsideration request reasonably.

To request rule reconsideration, the head coach must inform the R2 that the coach is asking for reconsideration of a ruling (not simply a judgment call) and is willing to use a time-out to do so.

The R2 will first hear the coach’s question to determine whether the coach is asking for reconsideration of something that is solely a judgment call. If solely a questioning of the R1’s judgment on the last rally, no reconsideration is allowed and play should resume immediately.

If the rule reconsideration is being requested for other than the last rally, no reconsideration will be given and play should resume immediately.

The rule reconsideration may involve the R1’s acceptance of an R2’s ruling but may not involve the accuracy of the official scoresheet. Accuracy of the score is addressed separately.

A coach is not permitted to cross the court to discuss the rule with the R1 without going through the R2. Rather, if the R2 determines that the coach’s concern appears to involve possible misapplication of a playing rule or the application of the wrong rule or application of an incorrect penalty, the R2 will delay calling the time-out until the R1 is advised of the coach’s question.

The R2 will cross the court to discuss the rule issue with the R1. The coach will not enter the court. If the R1 agrees with the coach’s position, a new ruling may result in a replay or the awarding of the rally to the challenging coach.

The R1 may choose to come across the court to the R2 side of the court to access pertinent documents (such as the OHSBVA Rules Book/Casebook or Exceptions to NFHS Rules) in an effort to quickly address the coach’s rule issue. The R2 is permitted to assist in this process and a consult between the two officials is encouraged where appropriate.

If the R1 can resolve the rule issue immediately, this should occur. However, as soon as the R1 determines that the rule issue can’t be resolved without consulting the rules documents, the R1 should get off the stand and retrieve the rule documents (referees are REQUIRED to bring the Rules/Case Book match-side). Then and only then, the clock should be started and the time-out officially begins. The officials should try to resolve the issue within the 60 seconds of the time-out. An additional 30 seconds is available to wrap up the issue. The time-out will be charged to the team unless the R1 changes the ruling under consideration. If the team has used both time-outs and the R1 rules against the coach, a loss of rally is awarded to the opponents who will serve next.

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As soon as there is a determination by the R1, the outcome will either be to reaffirm the ruling or to change the ruling. If the ruling is changed, resulting in either a replay or awarding the rally to the coach who requested reconsideration, the R1 returns to the stand, the R2 instructs the scoretable staff, and play begins as soon as possible.

However, the other coach should first be informed of the reconsideration and justification for the reversing of the ruling. At this point, the other coach has the right to request reconsideration. The other coach is entitled to make his/her case regarding the interpretation of the rule or why a different related rule is applicable and takes precedence.

If the ruling is against the coach and there is any time left in the time-out, the team is entitled to it. If the time-out took more than 60 seconds, play begins immediately.

Just because a team has no time-outs remaining does not mean that the coach can’t request rule reconsideration. However, since the coach has used both time-outs, if the ruling is sustained, this results in loss of rally to the opponents.

In a very different process, a sincere challenge to the accuracy of the visible score may be brought by the head coach on any dead ball. Coaches are cautioned not to use this as a ploy to delay play. This would be unethical.

Resolution of a Challenge to the Accuracy of the Visual Score or the Official ScoresheetA challenge to the accuracy of the score may lead not only to the score on the scoreboard being questioned but also the score as it is shown on the scoresheet of the official scorer. This situation is handled by the R2. Only if absolutely necessary should the R1 become involved. Reasonable accommodation should be given to a head coach’s concern regarding accuracy of

the score (visual score or score that shows on the official scorer’s scoresheet) but not to the point of constant delays.

If there are obvious accuracy issues, the R2 has the right (with the R1’s consent), to make a visiting scoresheet the official scoresheet as well as to replace a scorer, libero tracker or scoreboard operator not performing competently. The R1 may add his/her own recollection to the process.

The R2’s determination that there was or was not a wrong server may include the R2’s and R1’s recollection in terms of reconstructing previous rallies.

The R2 should attempt to work with the official scorer to back-track the score to determine whether a scoresheet error can be identified. Unless an error can be identified, the official scorebook is considered accurate and the scorebook then overrides the visual scoreboard unless the officials know the scoreboard to be correct through their direct observation of the scoreboard after every rally.

As implied above, to prevent and/or resolve problems, both the R1 and R2 are encouraged to “eyeball” the visual scoreboard after every rally to ensure the score reflects the R1’s determination of who won the rally or that a replay is ordered or the R1 has a mind change.

The visiting team’s scorebook may be consulted in an effort to resolve a concern with the score or with whether the correct server is serving.

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However, once the opponents have scored, points are not removed for a wrong server although players will be played into correct order in the service rotation.

In a tournament match, with an official book and a book for the home team and the visitors, the R2 may choose to look at both score sheets if necessary.

Only if absolutely necessary should the R1 get off the stand to become involved. The R2 may take the book to the R1 stand if this would help.

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V. ELIGIBILITY POLICIES AND PROCEDURES

What follows (under Eligibility Issues) are the initial questions and answers compiled from questions that have been asked and the OHSBVA referenda from 2012. The intent here is to limit the number eligibility-type questions that go on a regular basis to the OHSBVA President or the OHSBVA Executive Director) by providing coaches with access to the answers to the most frequently asked questions as well as to incorporate this information on an regularly-updated basis on www.ohioboysvolleyball.com. This will allow other interested parties to research eligibility issues and either be satisfied by the answers that were provided or pose additional questions that could require additional research on the part of the OHSBVA or decisions to be made in consultation with the OHSBVA Board of Directors. Most eligibility questions will be answered by consulting OHSAA Bylaws which are available at http://ohsaa.org/general/about/Bylaws.pdf.

ELIGIBILITY ISSUES:

ANSWERS TO FREQUENTLY ASKED QUESTIONS

1. How many of an OHSBVA coach’s own high school players can this person coach on a given USAV/AAU volleyball team?

Answer: OHSBVA allows you to coach four (4) players from your high school on such a team. Changes to OHSAA Rules 4.2 and 4.21 from a referendum in 2012 will apply for the 2013 OHSBVA season. OHSBVA now has two differences. OHSAA 4.2 notes that “a member of an interscholastic volleyball squad (any student who has played in a scrimmage, preview or regular season/tournament game as a substitute or starter) sponsored by the Board of Education may participate in non-interscholastic volleyball prior to and after the school season under the following conditions: (4.21) The number of interscholastic volleyball players from the same school on a non-interscholastic squad is limited to three on the roster of that non-interscholastic squad. A roster is defined as all the members of the entire squad on that non-interscholastic squad.

The OHSBVA has expanded who is covered, stipulating that “a member of an interscholastic volleyball squad sponsored by the Board of Education may participate in non-interscholastic volleyball prior to and after the school season under the following conditions and includes any student at the member school rather than just those who have played in a scrimmage, preview or regular season/tournament match as a substitute or starter. Enrolled students are considered part of the squad for the purposes of this rule. However, the OHSBVA, the number of interscholastic volleyball players from the same school on a non-interscholastic squad is limited to four (4) on the roster of that non-interscholastic squad instead of three (3). A roster is defined as all the members of the entire squad on that non-interscholastic squad.

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2. Let’s say OHSBVA Coach A is coaching a specific USAV/AAU volleyball team with some of his/her own players playing on that team. The particular Club for which Coach A is coaching has one or more other USAV/AAU teams with players who also play for Coach A’s high school team. Is Coach A permitted to give “feedback” to these other players from Coach A’s high school team who are in the same club but are on a different team?

Answer: This would be a violation since it exceed the intent of limiting a given coach from coaching more than 4 of his/her own players in the “off season.” There is an insufficient distinction between “giving feedback” and “coaching” here. The key is having a limit of 4 players AT A TIME who receive instruction/feedback/coaching by that school’s coaching staff. Permanent roster changes allow the particular 4 players to change.

3. Two teams from the same Club practice together so the combined number of kids from a given school is greater than 4. Is such a practice legal?

Answer: Coaches should refrain from giving any instruction to players from their high school that are not on their club team roster. “Scrimmaging” each other is not an issue; the key is that skill instruction is limited.

4. If a student wants to be a “practice player” for a specific club, can his/her high school coach “coach” him and not have it count towards the 4-player limit?

Answer: No. The key is that the player would have to be on a team (such as the Club’s National team) for that coach to coach/train/instruct him in the off-season and that simply belonging to the Club is not sufficient to receive the coaching. The specific team would have to have a roster spot available for someone from that high school (less than 4 current players from that school).

5. How should coaches who see any of the above actions that are not considered acceptable occurring handle the situation?

Answer: A gentle reminder or even just "Gee, I wonder if we are allowed to do this? Let’s check with our Executive Director since it’s an eligibility issue" is always a good course of action. Then, refer the coach to Gary Hajek with "Maybe you should check with Gary to ensure this is okay."

6. Are new programs subject to the same restrictions in terms of number of players on a Club team?

Answer: OHSBVA passed a Referendum in 2012 with a Rule Change/Clarification to the limitation of players allowed on out-of-season teams. New programs are given an exemption from OHSAA Rules 4.2 and 4.21. The exemption will expire on the day before the first approved day of practice for the school’s second season of competition in OHSBVA. New programs are defined by a school sponsored boys volleyball team participating in OHSBVA where the school has not had a program for the previous 5 consecutive seasons.

This changes OHSBVA from the previous rule that OHSBVA followed [current OHSAA statutes 4.2, 4.21].

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VI. ADMINISTRATIVE POLICIES AND PROCEDURES

The initial policies and procedures that related to playing OHSBVA volleyball matches are posted here, but this is a work in progress. We will post an up-to-date Administrative Policies and Procedures document on www.ohioboysvolleyball.com for coaches to access as needed and send out significant changes to the coaches’ email group.

OHSBVA ADMINISTRATIVE RULES

1. What is the limitation on the number of sets a sub-varsity player may play against a common opponent on a given play date?a. A sub-varsity player is limited in terms of number of sets against a common opponent on the same day to 6. Participation in a 7th set will result in match forfeiture if the player actually plays in a single rally.

2. What is the limitation on the number of matches a team may play in a given season?a. Each team is limited to 24 matches a season prior to the start of post-season competition plus one preview.

3. What process should be followed when a head coach is not present for coaches-captains meeting?a. The meeting should not be held without a coach present. However, an assistant coach may attend the coaches-captains meeting without the head coach being present, and the head coach will not lose his/her rights to be the head coach from the point he/she arrives. However, under no circumstances will the referees allow co-coaches. The meeting should not be unduly delayed in terms of waiting for the head coach to become available.

4. What is the role of the head coach in lieu of presence of an assigned school administrator in dealing with fan issues, injuries and (even) pre-match in terms of safety concerns or the net being put up to proper height?a. In the absence of an assigned school administrator, the head coach will be responsible for addressing issues involving fan behavior, injuries to players and with safety concerns raised by the referees before the match or the net not being at the proper height to allow minor adjustments to be made with ropes and wires.

5. VOLLEYBALL – BOYS – GENERAL REGULATIONSA) Interscholastic Participation 1.1) Grades 9-12 1. All high school matches shall be played utilizing NFHS Volleyball rules with OHSBVA Board-approved exceptions to NFHS rules. The libero rule shall be used for high school volleyball only. 2. All varsity dual matches shall be played in a best-three-of five-set format. Each set shall go to 25 points with no cap (must win by two points), and the deciding set shall go to 15 points with no cap.

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3. All varsity regular season matches contested in any format other than a dual, head to head format, i.e., tri-matches, quadrangular matches or other multi-match tournaments, shall be played in a best two of three format unless announced otherwise by the host school. 4. All sub-varsity matches, including junior varsity, reserve, freshmen, etc., shall be played in a best-two-of-three-set format. Each set shall go to 25 points with no cap (must win by two

points), and the deciding set shall go to 25 points with no cap. 5. Match limitations for each high school team and individual player are 24 matches on 21 playing dates. 6. Individual limitations for players who play in any sub-varsity competition on the same day and against the same opponent consist of a maximum of six (6) sets per day per common opponent. 7. Any part of a set is considered a full set. 8. In any tournament or regular season competition, teams and/or individuals shall be permitted to play a maximum of three matches per day. 9. All regular season matches count in the 24-match limitations including sub-varsity tournaments. 10. The penalty for exceeding the participation limitation during a match is forfeiture of that set in which the ineligible player is participating. When discovered, the ineligible player is removed from the set, and the match continues unless that is the deciding set of the match. If the ineligible participation is discovered in the deciding set or after the match is completed, the match is forfeited. 1.2 Grades 7 & 8 1. All 7 & 8th grade matches shall be played in a best two or three format. Each set shall go to 25 points with no cap (must win by two points), and the deciding set shall go to 25 points with no cap. 2. 7 & 8th grade volleyball matches shall not use the libero rule. 3. A student may participate in no more than three sets per opponent. Any part of a set is considered a full set. When playing more than one opponent, this rule applies for each opponent. 4. In any tournament or regular season competition, teams and/or individuals shall be permitted to play a maximum of three matches per day. 5. The penalty for exceeding the participation limitation during a match is forfeiture of that set in which the ineligible player is participating. When discovered, the ineligible player is removed from the set, and the match continues unless that is the deciding set of the match. If the ineligible participation is discovered in the deciding set or after the match is completed, the match is forfeited. 6. Net Height – The net height for BOTH 7 & 8th grade volleyball shall be 7’ 4 and 1/8”. 1.3) All matches played shall be counted except a match played against the school’s faculty and OHSBVA tournament matches. The faculty match must be played between April 30, 2013 and May 27, 2013. 1.4) When a volleyball match is interrupted for any reason, the match shall be resumed from the point of interruption. 1.5) Any scheduled regular season volleyball set or match which is not started due to unforeseen circumstances such as failure of team to arrive, strikes, school closings, is “No Contest.” Sets or matches not played are not included in won-lost statistics.

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1.6) Filming or videotaping of volleyball tournaments matches by one of both of the schools playing the match is permitted provided prior arrangements are made with the

tournament manager, it is done at the expense of the school involved, and a maximum of one individual per school is permitted to film or videotape. Filming or videotaping of a

potential opponent’s tournament match is prohibited at this time. Scouting is not illegal. It is permissible for a school or a school representative to videotape or photograph regular season contests in which that school team is participating, but such videotapes or photographs may NOT be used for coaching purposes until after the contest is completed. It is NOT permissible for a school or a school representative to videotape or photograph scrimmages, previews or regular season contests of other school teams without the written consent of all schools participating in the contest(s).

1.7) Preview – A preview may be scheduled and played only during the period of time beginning with the Friday before the season begins and ending with the date of the first regular season match of the teams involved. Previews are limited in length to two sets of 21 points each, played according to OHSBVA Volleyball Rules.

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VII. GUIDELINES FOR TRI-MATCHES-QUADS-TOURNAMENTS (SEE APPENDIX G)

OHSBVA allows Varsity volleyball teams to play either best-of-five-set or best-of-three-set matches at these events. Volleyball tri meets, quads and tournaments involving Junior Varsity and Freshmen teams are limited to best-of-three matches with all third sets played to 25 points, no cap, win by 2. Pool play that involves only two sets may be played to seed teams into the next day’s tournament and will count as scrimmages.

SCHEDULING TRI MEETS, QUADS AND TOURNAMENTS AND REFEREE PAY

When scheduling tri meets, quads and tournaments, the key is to have everyone on the same page regarding format and – for the assigners and referees in particular – to know the rate referees will be paid per match and to set a best-three-of-five set rate that is fair. Regardless, communication on the part of the host school with the assigner for the event is critical since it is this individual who, in turns, tells the referees who are considered officiating both the format (best of five, best of three), the timing (scheduled start time for the event, approximate start time for each subsequent match or simply “immediately to follow conclusion of previous match”) and the rate of pay per match. With the participating schools AND the referees clear regarding the format, then everyone can set aside the proper amount of time and we will be able to avoid any problems with having to depart before the event is concluded!

Host schools should select the format thoughtfully/carefully and not change it once contracts are set along with rates of pay, and schools/referees accept the contracts under the terms and conditions that have been set forth. Changing without justifiable cause – unless ALL parties to the contract are in agreement – is a violation of contract and it typically can prevent those who made plans based on the contract both from fulfilling the contract and being unable to secure participation (at a later date) in a comparable event which is a loss to those parties.

Logically, the rate of pay should be different for a best-of-five-set match compared with a best-of-three-set match. After much discussion and review of how USA Volleyball handles best-of-three vs. best-of-five pay, it is clear that the rate of pay for a best-of-five-set event should be about 1.5 times the rate paid for best of three sets. The rate should be set in advance and, as such, will allow referees to determine if they consider the rate fair – especially for multiple best-of-five matches – and are willing to work for that rate.

Five-set tournaments have typically paid at least $50 per match. Best of three-set tournaments have typically paid at least $40 per match. JV/Freshmen tournaments have typically paid $32 or $30 per match. The key is communication with the assigner from the beginning and keeping to the contract.

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APPENDIX G will be posted on www.ohioboysvolleyball.com to lay out everything in a clear manner. A model that can be used by OHSBVA is also used for NCAA college women’s volleyball tournaments, where the per match rate can be lower than a single match rate when referees officiate for an entire day such as when they referee 6 best-of-three-set matches (single court setting or multiple courts for a tournament). An example is where the host school sets/communicates a rate of, say, $25 each for 6 Freshmen matches played back to back instead of $28 a match. Another example is where a host school sets and communicates a rate of $30 per match for working 6 straight matches for a best-of-three-set Varsity tournament instead of $40 per match. The referees are already there for the entire day AND they are officiating more than 3 matches.

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VIII. UNDERSTANDING ROLE/RESPONSIBILITIES OF THE R1 AND THE DIFFERING ROLE/RESPONSIBILITIES OF THE R2

The general assumption is that coaches are supposed to know (and do know) what the officials are supposed to be doing. This may be true in general, but the absence of specific knowledge can create some real misunderstandings and expectations that need to be corrected. This may help!

Role of the R1 The R1 is in charge of the match, working with a partner (the R2), line judges and support staff at the officials’ table in the interest of facilitating a smoothly-run match that is fair to both teams and marked by comfort, consistency and tolerance. The R1 must project a calm, objective demeanor, enjoyment at officiating the match, a love of the game, and an interest in getting calls right rather than dictating a match. To that end, the R1 and R2 are to have a pre-match discussion to cement their partnering in the interest of getting calls right, and they are also required to have a post-match debrief to discuss how they worked together and what they could have done to be more effective and benefit the match. The R1 must understand that the “game” is about the players, not coaches or officials and tries to avoid inserting him/herself into a match. Appropriate match control is critical.

ResponsibilitiesThe R1 uses a series of learned techniques to make accurate calls within the framework of the match, getting his/her eyes ahead of the ball rather than following the ball to be able to clearly see the next player-ball/ball-player contact, receiving informal help offered by the R2 either by knowing when such information is likely to be offered/needed and/or by spotting R2 movement toward the court and scanning for information from line judges before showing the fault. “Centering” in the form of the R1 and R2 making eye communication before service authorization, during a rally (as appropriate) and after the conclusion of a rally and before showing the fault is used to build the partnering relationship, put both officials on the same page, and allow information to be shared that benefits the match. Injury management should be discussed.

The R1 should: Engage in a comprehensive pre-match discussion with the R2 to set the framework for how

they will partner. The R1 leads the discussion and ensures agreement on the type of help needed, when and how; leading the R1 on tape shots on the R2’s side and when the R1 looks for help (4-hits, head nod for play on because of block contact, out off which team,); help with 2-hits or prolonged contact when the R1 is screened; how to ask for a card; centering before and after each rally as well as during each rally when help is being offered including stepping away from the post and/or toward the court as appropriate; help with pancake saves and other down balls; touches at the end of a rally; communication about possible screening with the coach of the serving team; help with back-row plays such as showing a back-row player contacted the ball in the attack zone and libero sets in the attack zone by pointing to the line to show the R2 had the libero on or in front of the attack line; and handling injury situations.

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Share responsibilities for ball pressure check, net check, antenna check, identifying playable area and any safety issues.

Conduct an efficient coaches-captains meeting that addresses verifies ground rules/playable area, any important court features, sportsmanship expectations, role of the captains in terms of communicating with the officials.

Share responsibilities for watching the court during the warm-ups to ensure that players and helpers comply with footwear requirements and have no electronics or jewelry on them, observe setter hands, watch hitters, observe whether the Libero is being set, ensure overall safety, but find time to instruct the line judges when they are ready.

Acknowledge the captains to start each set. Call matches at a level where teams can play without calling so many hands faults that the

match becomes more about the R1 than about the players. Call every clear double hit on 2nd and 3rd contacts and every clear prolonged contact that

even the most unknowledgeable fan in the stands knows is illegal, using partner help when screened to get the call right.

Not let teams hit the ball across the net with multiple contacts on 2nd and 3rd contacts or use prolonged contact to send the ball across the net on ANY contact.

Set a reasonable bar for hands for the level of match and maintain consistency from start to finish, early to late in each set and match, team to team, player to player, skill to skill. E.g., sets are judged by the same overall standard regardless of who sets the ball. Judge solely by sight, not sound, spin or player body position.

If hands are substantively different between two teams, set your bar toward the legal hands of the better ball-handling team. Set a bar that favors play but do not allow the team with better hands to suffer by failure to make hands calls.

Keep a brisk and consistent tempo from one rally to the next, putting energy into the match. Partner through an aware/effective scan for partner informal help from R2 when screened,

4-hits or touch by block, ball down, letting R2 lead on tape shots near the R2 that go out of bounds off net, antenna faults on R2's antenna, help with net recovery slow rebound plays.

Not automatically call prolonged contact on balls retrieved from the net just because the ball is played in relatively slow motion without seeing the ball come to rest. Use partner help on these plays to see if the R2 is nodding his/her head to play on. The low-to-high angle is typically more accurate in getting the call right than the high to low angle.

Scan effectively to use partner help and assistance from line judges. Don't allow player, coach or fan reactions to influence calls. Get eyes to where the ball will land to ensure good line calls are being made. Overrule when

appropriate using the standard technique of a tweet-tweet, chest-tap to own responsibility, particularly when a line judge call is revered from in to out or out to in.

Know and apply the correct rules to balls in and near the plane above the net whether or not a back-row player (typically the setter) is involved and when a whistle has to occur.

Track setters and opposites to help call back-row attacks/blocks and properly wave off legal plays and accurately rule on plays at the net and know what Libero plays are legal and illegal.

Signal to communicate with pristine mechanics that are understandable to everyone and know how to properly signal player numbers and read player numbers signaled by the R2.

After giving the R2 first opportunity to make a net call, call a clear net that the R2 has missed (after eye communication with the R2) and in line with the pre-match discussion with the R2.

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Call a center line fault that is on the R1’s side of the net and the player clearly was not outside the sideline or interfered with an opponent’s ability to make the net play on the ball.

Call antenna faults on balls that a) clearly contact the R1’s antenna, b) clearly are over or outside the R1’s antenna, scanning for line judge help, c) clearly touch the R2’s antenna but the R2 doesn’t see the contact with the antenna.

Ensure the correct score goes up on the scoreboard after each rally based on the R1 awarding the point.

Ensure that any unsporting behavior is addressed at the level commensurate with the offense. Sign the scorebook at the end of the match and ensure both referees namely are clearly

printed along with their OHSAA permit numbers, if they are OHSAA-certified referees.

Role of the R2The first role of the R2 is to serve and protect the R1, with specifics of how this will occur covered in the pre-match discussion between the officials. The role includes being a diplomat with coaches, a disciplinarian when the behavior of a player, coach or bench personnel crosses the line, a straight-forward communicator in response to coaches’ honest informational requests, especially on controversial or unusual plays. The R2 uses mobility and a position away from the sideline to position himself/herself to be able to see net faults, center line faults, antenna faults (moving to the pin where possible), down balls, and player-ball contact where the R1 appears to have been screened or doesn’t have a good view (eye communication with the R1 will verify that help was needed). The R2 is the conduit for information to/from the officials’ table support staff and ensures that all communications between table staff and the coaches go through the R2 and handles all substitutions and time-outs. The R2 takes away the court with a whistle and turns the court back over to the R1 with the outside arm (the one farthest from the net) from the receiving team’s side of the net. R2 confirms how/when the R2 will request to be called across the court.

Responsibilities Engage in a comprehensive pre-match discussion with R1 to set the framework for how the

R1-R2 will partner. Ask what the R1 is looking for in the way of help and how he/she wants to see it, verify how/when the R1 wants to see 4-hits or play on, the unusual 4-hits, ball down, in/out when the R1 clearly needs help and line judge information is not sufficient or offered and the process of requesting to come across the court when needed to get a call right or communicate essential information (how and the timing).

Share responsibilities for ball pressure check, net check, antenna check, identifying playable area and any safety issues.

Participate in the coaches-captains meeting that addresses verifies ground rules/playable area, any important court features, sportsmanship expectations, etc.

Share responsibilities for watching the court during the warm-ups to ensure that players and helpers comply with footwear requirements and have no electronics or jewelry on them, observe setter hands, watch hitters, observe whether the Libero is being set, ensure overall safety, but find time to instruct the scorer and libero tracker in their respective duties, conducting a mini-tutorial if necessary to prepare them to do what is needed.

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Ensure the timer/scoreboard operator knows when to sound the horn in conjunction with warm-up times, time-outs, and between sets and what times are for each of these.

Ask the scorer and libero tracker (and visiting scorer and libero tracker) to verify the correct players are on the court at the start of each set and in the correct positions.

Ask the libero tracker to verify that the liberos are on or off the court at the start of a time-out and that they return to the court with the same players who are on the libero tracking sheet so that a libero replacement doesn’t take place during a time-out.

Accurately check the lineups of players on the court for both teams using the lineup sheets submitted by the coaches or a lineup card, show captain numbers to the R1, roll the ball to the first server, verify that the player serving the first ball of a set is the accurate server and that the table staff are ready, then from the proper position on the receiving teams’ side of the net, turn the court over to the R1.

Provide protection by working with the coaching staff for each team to answer questions and not allow continuous commentary about judgment calls and no-calls by the R1.

Not allow bench personnel to become inappropriately involved in the match in terms of inappropriate comments that can be heard by others, including yelling at the officials, getting off the bench or moving away from a standing position to address the officials or to coach the team unless they are part of the coaching staff and are coaching on a dead ball.

Not allow two coaches to stand and coach on a live ball or allow disruptive coaching by any member of the coaching staff, especially yelling at the R1 about calls and no-calls, but – rather – engaging the coaching staff with appropriate information or shutting down a stream of commentary that harps on judgment calls.

Facilitate a coach trying to request reconsideration of a not-solely-judgment-related ruling on the last rally only by knowing and correctly applying the guidance provided to all officials.

Not allow a standing coach on a live ball coach from closer than 6 feet from the court, outside the libero replacement zone, beyond the end line or behind the bench, block the view of the R2 or bench-side line judge or interfere with the line judge’s mobility.

Call all clear net faults. The R2 has first shot at calling net faults, using his/her angle to distinguish when it’s the ball that created the net rather than the player (no call), when the contact is with hair or player clothing rather than clearly with a body part (no call), when there was a net but the R2 isn’t sure which team caused the first net contact (no call) and when the ball shielded the R2 from seeing the possible follow-through contact (yielding the call to the R1).

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On certain net contacts, the R1 will actually have a better look and these include nets at the very top and nets all the way across the court on the R1’s side. The R1 first gives the R2 the opportunity to call the net and then, based on their partnership understanding, the R1 will either call a net the R2 didn’t see or wasn’t sure of OR not make that call based on eye communication with the R2 where the R2 has a reason for not calling the net. The pre-match discussion between R1 and R2 is to include these types of topics.

Call all clear center line violations in accordance with last-year’s exception to NFHS rules where body parts other than a foot or feet touching down on the opponent’s court do not automatically result in a center line fault call.

Call interference when it occurs through under the net contact using the center line fault signal and explain as needed to the affected head coach.

Call clear antenna faults on the R2’s antenna especially a ball hitting the antenna. Quickly and efficiently get subs into the set using standard procedures of whistling, proper

signaling, authorization to enter, verification that scorer and libero tracker got the numbers and not turning the court back to the R1 until verification that the table staff have had time to get the information properly entered on the scoresheet and libero tracking sheet.

Provide informal help to the R1 on plays where the R1 might have been or clearly was screened through eye communication with the R1 and the R1’s hesitation in blowing the whistle to know when help is needed, anticipating when there are players blocking the R1’s clear view (R1 not having a good angle) and stepping toward the court and away from the post with clear help in the chest area (prolonged contact, 2-hits, 4-hits, ball down/in). This includes showing that Libero hand set the ball in the attack zone by pointing to the attack line (followed by completed attack on next hit with ball contacted totally above net height).

After giving the R1 time and informal help (stepping out with the information) and being available for eye communication, whistle 2-hits, prolonged contact, back-row attack, back-row block, illegal attack of the Libero set and – rarely – over the net BUT NOT 4-HITS. This should occur only when the R2 has become very visible with the help, the fault is very clear (to everyone but the R1 ), the R1 has not made eye communication with the R2 to pick up the help despite the R2’s movement to show help and NOT if the R1 sees the help and waves it off, typically with a head shake “no.” This should have been discussed in the pre-match. The R2 not permitted to “call” ball handling since this responsibility belongs to the R1 and for purposes of consistency in judgment; if the R2 has a clear 4-hits situation that did not involve showing 4 hits on a tape shot with a block up but there’s no block/ball contact, the R1 should have agreed to take the call because the R2 saw an extra contact and will be explaining the call to the affected coach. But if the R2 is simply saying with the 4-hit help that he/she had no touch on the block, the R1 is expected to be looking for the R2’s opinion on that play and showing a touch above the net on the blocking team’s side if the R1 had a touch by the block and the blocking team is yelling for 4-hits.

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Manage coaches' reactions/over-reactions to what is called and not called and do so in a consistent manner from head coach to head coach but not allow "over-top-reactions" to go unaddressed even if a call may be incorrect. Defuse rather than elevate confrontations, respond in short phrases and get back to the match to avoid delays.

Address coaches' reasonable questions and concerns and sort out the legitimate ones from the ones designed to influence calls and that are occurring with too much frequency and approaching disruptive coaching and on-going challenging of judgment calls.

Where possible, explain calls and non-calls from the R2's angle wherein the R2 interprets what the R1 had to have seen to make a call or not make a call on hands or line judge calls.

Not allow stalling especially when opponents are on a roll and a team is asking for information to affect the flow, especially when the team has used both of its time-outs – this includes excessive requests for mopping the court, untying and re-tying of shoes.

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IX. OHSBVA ADMINISTRATIVE AND RULE MODIFICATIONS (APPENDIX H)

Appendix H contains a fully annotated commentary on each OHSBVA administrative modification and two modifications to NFHS Volleyball Rules which are considered the playing rules for OHSBVA matches.

 Playing Rule Modifications 1. A net fault occurs while the ball is in play and a player contacts any part of the net including net cables or net antennas with any body part. It is not a fault when a player’s loose hair or clothing touches the net, or the force of a ball hit by an opponent drives the net or net cables into the player. 2. Penetration beyond the center line under the net to touch the opponent’s court with a foot or feet is permitted provided that at least some part of the penetrating foot or feet remains either in contact with or directly above the center line and there is no interference. To touch the opponent’s court with any part of the body above the feet is not a fault provided that this does not interfere with the opponent’s play or create a safety concern.

Rule Modifications That Are Administrative in Nature:1. Any coach – but only one coach – may stand to coach the team on a live ball, no closer than 6 feet from the sideline and in the Libero replacement zone, without coaching in a disruptive manner and without blocking the view of the second referee or bench-side line judge. On a dead ball, all coaches may stand to coach the team as long as all but one are being seated when the first referee is preparing to authorize service.2. A card issued to any coach or bench personnel has no impact on a team’s ability to have any one coach standing to coach while the ball is in play for the remainder of the match. Continued disruptive coaching will be addressed through progressive sanctioning.3. The red/white/blue Molten Pro-Touch volleyball will be used for OHSBVA tournament matches.4.  Players may participate in no more than six (6) sets against a common opponent (same school) on a given play-date. 5. Players may change shirts without leaving the court area.6. Substitutes and the coaching staff may stand outside the team benches and in line with the bench/chairs without being disruptive or interfering with play.7. OHSBVA officials wear a short-sleeve or long-sleeve white shirt with the OHSBVA patch on the right chest area, black dress slacks/pants/skirt and white shoes with white socks. Black dress shorts are not as professional looking and, as such, may be worn only when weather conditions create a clear comfort issue. Athletic shorts may not be worn. 8. The OHSBVA does not require officials to have and keep lineup cards. Referees who do not use a lineup card must use the lineups submitted by the coaches to verify player positions on the court prior to the start of each set.9. Substitution is acceptable to correct a duplicate number on the lineup sheet that is not timely caught by the referees, official scorer and Libero tracker. If a player is listed as Libero and the number is recorded by the coach as a regular player as well, the player must become the Libero for that set and may not play as a “regular” player.

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X. WHAT REFEREES ARE TAUGHT REGARDING CALLING HANDS – BALL HANDLING (APPENDIX I)

Guidance for Ball-Handling Judgment: Consistency and Reasonability

OHSBVA coaches expect Varsity hands to be called somewhat tighter for high school volleyball than they are for USA Volleyball and NCAA (college) volleyball. Boys’ high school volleyball has, in the past few years somewhat followed trends in how hands were called for men’s college volleyball by moving in the direction of fewer hands calls to be made where a minor double contact occurs on the 2nd ball/set or 3rd ball sent over the net. Most observers would agree that there has been a trickle-down effect felt in high school volleyball for the last few years on both the girls’ side and the boys’ side.

OHSBVA is attempting to guide its referees regarding the key elements of ball-handling which consist of the R1:1) using sight alone rather than sound or spin to call ball handling and striving to get eyes ahead of

the play to see the actual contact by the player on the ball; 2) focusing on calling all clear/major double-hits on 2nd and 3rd contacts as well as all prolonged

contacts where the ball clearly comes to rest rather than rebounding off a hand or hands or other body part;

3) not pre-determining an illegal contact will occur by player body position; 4) looking for and using partner informal help when the R1 is screened or doesn’t have a good view

of the contact, and the R2 knowing help is needed and offering help with head nod (I see no fault) or stepping out with informal help such as showing the fault that has occurred in the chest area;

5) determining the appropriate level at which hands will be called for the match early on in the match and staying with that bar throughout the match so players can know what hands will be considered legal and what hands play will be called a fault;

6) determining the appropriate range of hands that will be allowed to play on in consideration of such factors as the level of the match (e.g., highly-skilled teams may get called tighter but may have fewer hands calls, middle-level skilled teams playing each other may be allowed a bit more latitude by all clear hands faults will still be called, low-end skill level teams playing each other will be given even more latitude to avoid having the referee simply blow whistle after whistle but all really bad hands should still be called;

7) establishing hands (what will be allowed to play and what will be considered a fault) early and following the philosophy of having called it early in the match, then being willing to call it late with a set/match on the line (not calling hands so tight that the teams can’t play and leaving sufficient wiggle room to be able to allow play to continue on a minor double-hit that the R1 really doesn’t want to call late in a set;

8) R1 not pre-judging saves out of or off the net and calling prolonged contact when the ball doesn’t really stop (eye communication with R2 to see if partner saw a fault needing to be called.

We acknowledge that no one will be completely consistent in calling hands throughout a match. Even if the R1 called a totally consistent hands match, one or both coaches would have a different

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opinion based on having a different angle and wanting more calls on the other team and fewer calls on their team. That’s both human nature and competitive coaching. So, beyond following the above guidelines and striving to improve consistency throughout the match, what else can referees do to limit their effect on a match? Applying the standard of reasonability makes sense.

What is the competition like? Are hands relatively decent on both sides or really marginal on one side or the other? Set hands toward the higher skill level if there’s a substantial difference in quality of setting AND the lower skill level hands are sometimes below the bar that you see as appropriate for the match. However, if one team’s setter hands are pristine and the other team’s hands are good enough, both teams’ sets may be good enough to result in relatively few hands calls. The R1 should set hands reasonably to avoid having to over-whistle a match. If fault calls on hands are so frequently that they’re ending most points, the probability is greater than not that the R1 has set the bar too high.

If it’s a Freshmen match with lower-level teams, the R1 should call all the really bad hands and let the others play. Otherwise, the kids will stop trying to execute the skill the coach is trying to teach. At learning stages, there needs to be greater leeway. No one came to hear the R1 whistle everything. That said, the R1 should not allow patently illegal contacts to go uncalled. That, too, doesn’t benefit player development and will run counter to what the coach is teaching the players.

If it’s a JV match between a really skilled team and a really unskilled team, and the R1 feels he/she could blow the whistle on every other hands contact, the R1 has to strive to find a bar that is low enough the teams can play some points where the ball goes back and forth a few times without affecting the outcome of the match. But the R1 can’t be the reason a poorly-skilled team beat a better -skilled team because the R1 allowed anything goes and called virtually nothing.

Let’s say it’s a Varsity match where the skills are mid-range and it’s a real rivalry between the schools. Neither coach is going to be particularly tolerant regarding hands calls; they’ll want hands called tightly on the other side of the net and less so on their side. The R1 will almost want to say, “C’mon, coach, be consistent! I just let hands that were about the same to play on your side of the net, and you didn’t yell for a double-hit on that one.” The best the R1 can do is to follow the guidance above on what to try to do well and set hands at a reasonable level (calling all clear faults, playing on where possible to keep the ball flying) where he/she can call it for the entire match with reasonable consistency. The R1 can only call his or her own match, not the match an un-objective person (coach, player, fan) wants called on the other side of the net and not on theirs.

Deep-Dish SetsDeep-dish/low-to-high hands sets are not legal when they involve prolonged contact. The key is to see where the ball is first contacted and the release point. The R1 should not allow a player to take a ball down around the chest and release it for a back-set from behind the head; the hands are on the ball too long. That is the epitome of prolonged contact other than throwing the ball.First Ball ManglesThe philosophy on first-balls is to see a double-contact (with one effort) rather than to assume the mangle represents prolonged contact. Did the ball come to rest or did it rebound. Prolonged contact

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comes from over-control. Double-hits come from under-controlling the ball. Don’t call prolonged contact on a first ball without seeing the ball come to rest. Did it truly roll in the hands or was it bing-bing or bing-bing-bing contacts in one playing motion?

First Ball Prolonged ContactFirst-ball contacts where initial contact is low and the ball is pushed up and released high are to be called more severely. There can be a double-hit which, by itself, would be legal but then the player continues the single playing action by pushing through the ball with prolonged contact. However, we are also asking for more consistency in terms of second and third contacts where the contacts that are called prolonged contact on a first hit have been allowed on second and third contacts. Any ball that is prolonged contact on a first hit is also prolonged contact on a second or third hit to be consistent.

Chucking the Ball Over the Net (Second or Third Hits)“Chucking the ball” is considered to be a less than clean hit. Especially when the ball is thrown, pushed/shoved, doubled or tripled over the net to the opponent’s side, there are two things to consider. Was it the first ball over the net (first contact)? If so, the R1 needs to distinguish whether the ball was thrown or shoved/pushed with such sustained force that there was prolonged contact. However, if the ball was mangled over the net on first contact, the R1 should allow play to continue. This includes first contact after a block. That said, if you see prolonged contact, you better be prepared to make that call regardless if it’s first contact, second contact or third contact. If you see clear multiple contacts with one playing effort, be prepared to allow play on if it’s the first ball but call 2-hits if it’s second or third contact. Don’t let teams toss their “crap” over the net on second and third contacts!

One-Hand Play Judged the Same as Two-Hand PlayNothing in volleyball rules asks referees to treat a one-handed play any differently than a two-handed play in terms of legality. A one-handed play has to be judged in terms of how long the ball stays on the hands (similar amount of time that you’d allow for two-handed setting action) with judgment on where the ball was first contacted and where it was released to determine whether prolonged contact (caught/thrown) occurred. You typically can’t get away with calling a double-hit on a one-handed play with one effort even if the ball is seen as rebounding off the player’s thumb to the rest of the hand, but prolonged contact certainly can and does occur. You have to see the initial point of contact to call one-handed plays with consistency. Power tips are legal contacts which are released with strength and quickness. But don’t allow a throw from behind the body with release on the other side of the body. Do allow one-handed pop-up sets. These are normally legal unless the player gets under the ball too much and brings it up with prolonged contact or takes the ball in more than one direction.

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Saves out of the Net or Near the NetAnticipate that play of a ball out of a net will not be made with the same speed as if the ball were hit hard. Don’t whistle a prolonged contact fault unless you see the ball come to rest on this play. These saves are the norm in today’s volleyball. Don’t anticipate a fault and do use your partner’s position at floor level for play on (head nod) or informal help (fault signal).

When a ball is blocked, the next play may involve a player reaching up or back and contacting the ball. Do not assume it’s a prolonged contact fault unless you see the ball stop instead of rebound off a body part. It doesn’t have to rebound fast to be legal.

Strive for ConsistencyIt is generally agreed that the primary goal of every volleyball referee is to call a consistent match and, at the end of the match, have both coaches feel that the officiating was fair. The key is to call hands commensurate with how coaches are instructing ball-handling skills. This means that referees have to be aware of what skills are being taught and what constitutes successful execution of the particular skill.

Below, we are taking some of the training points below that are taught for other rule sets but have general application for OHSBVA matches:

When discussing ball handling, we start with the actual language of the rules. The OHSBVA Rules Book states that the ball may not be handled with prolonged contact which includes the ball being lifted, pushed, held against the net, carried, caught or thrown and rolling in the hands or on the body. These actions or any other prolonged contact result in an illegal hit/contact fault being called. The rules also state that successive or multiple contacts by one player are not legal except when blocking and making first contacts. Those actions result in a double contact fault (2-hits).

Referees should strive to be consistent. Allowing play to continue unless a clear fault has occurred does NOT mean failure to whistle faults. It typically means calling prolonged contact only when prolonged contact has actually occurred, not mixing it up with multiple contacts (especially on the first ball over the net) and not making up calls based on anything other than site and with possible partner help when the R1 is screened or otherwise doesn’t have a good look at contact.

Multiple contacts versus prolonged contact The OHSBVA expects all first-ball contacts involving multiple contacts be permitted and that, when in doubt, the R1 should allow play to continue. The intent is to get a more advanced distinction between an “ugly” ball contact on the first ball over the net (one which typically involves multiple contacts with a single effort to play the ball) and those plays where the ball is truly contacted for a prolonged amount of time which are illegal on first, second and third contacts. What the R1 allows as “play on” as multiple contacts on a first ball over the net SHOULD BE CALLED double-hit faults on second and third ball contacts.

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TechniqueTo make good decisions, referees need to sight in on the body part that will contact the ball and see that low receive, high release hands play and call it. If the R1 is calling prolonged contact on the first ball over the net (serve, attack, tip, deflection off a block, etc.), the R1 needs to be prepared to make the same call on a second or third contact since prolonged contact is a fault on 1 st, 2nd OR 3rd

contacts. This means that if the first contact was a double hit, referees should NOT whistle a prolonged contact fault. That’s where some of the inconsistency comes in that confuses coaches and teams. Sighting the body part that will next contact the ball will help make for more accurate and more consistency ball-handling calls and non-calls.

Blocks and Power Tips Boys’ volleyball typically involves strong blocks and power tips. The challenge is to only call true throws (prolonged contact on a block, probably more toward caught and thrown on a power tip but that’s still prolonged contact). Referees have to have their eyes set on the part of the player’s body that will contact the ball to be able to accurately, reasonably discern whether the contact was legal or not.

Training Points Ball-handling decisions should be consistent from team to team, player to player, game to game,

and skill to skill. The rules do not state that a tip should be allowed a longer duration than a set or a net recovery. The rules also do not stipulate that a one-handed set should be allowed less duration of contact than a two-handed set.

In order to make consistent ball-handling decisions – the R1 must focus solely on the body part that is in contact with the ball. Referees must be trained to avoid being distracted by other factors such as which player is setting (setter, opposite, or a player who doesn’t typically set the ball), a player’s body position, or game score. Training emphasizes that the same calls should be made whether the score is 25–24 or 16-4 or 7–6.

The R1 shouldn’t make a ball-handling call unless they are sure a fault was committed. By applying that philosophy from the first serve, referees would hopefully be less likely to make a marginal call early in the match that cannot also be made at a critical point.

Referees should not make decisions based on the sound of the contact or the result of the play after the contact. Referees should be instructed not to call a double hit just because the ball was spinning after a contact. Spin alone is not sufficient criteria to judge a double contact. If it were, every forearm pass that creates spin should also be called a double contact. Most coaches and fans expect referees to whistle a set that spins a bit, so there is great pressure to include spin as part of the decision. Highly-skilled setters can usually set the ball with little or no spin.

However, a slightly less-skilled execution of a set may result in some spin, without the referee actually discerning two distinct contacts – should that be whistled as a double hit? We are training that it should not be. And, holding the ball by lowering it or catching it and waiting for the hitter to get there for a quick hit should probably be called more than it is – this is truly prolonged contact by the length of time the ball is in the setter’s hands.

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Referees are cautioned to recognize that anticipation and presumption are different. A good referee tries to anticipate by looking ahead of the ball to the next contact point in order to focus properly. And, it’s not appropriate to presume that there will be a ball- handling error based on factors such as spin, body position, and so forth.

Clinicians discuss how players may over-control the ball (prolonged contact) or under-control the ball (multiple contacts), resulting in ball-handling faults. Over-control should result in a prolonged contact call (illegal hit/contact) and can be made on any player contact. Under-control should result in a double-hit call, but this call should NOT be made on a block or on a first contact (unless there is a second effort to play the ball) including first contact after a block.

All of the above add up to one clear thing: The R1 should call every clear fault including tightening up on sets and also not letting a team mangle the ball or throw it over the net on the second or third hit to the opponent’s side. These plays are faults and should be called.

Officials really do want to get it right. The problem is, at the moment, “right” is very difficult to define. Besides the different philosophies that referees bring from their respective training and experience, an additional variant is how different the contact point might look from different locations and angles. There really are times when those on the bench actually have a better view of a contact than the R1 does. However, the R1 must make a decision regarding legality of that contact based only on what he/she can see, with partner help available in terms of informal signals.

There is a great deal of pressure on referees to meet the expectations of coaches and fans, and even the best referee can succumb to that pressure at times. Hopefully, each time officials go to a training session, they take away a greater understanding of the role of the referee in minimizing intrusion into the players’ match. Coaches need to better understand the perspective from the R1 stand, not judging solely from their own angle on a play.

APPENDIX I “Establishing Standards for Calling Ball-Handling” is important, especially for referees for whom training in calling ball handling is not as extensive as others with significantly more TRAINING and experience.

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XI. EXPLANATION OF PLAYER NUMBER SIGNALING AND PLAYER NUMBER SIGNALING CHART (APPENDIX J)

SIGNALING PLAYER NUMBERS FOR OHSBVA MATCHES

NFHS Guidance

NFHS states that second referees (R2s) should signal player numbers under specified circumstances. The R2 should signal captain numbers at the beginning of the match and whenever there’s a new captain, showing the number of the new captain whenever the captain leaves the court during a set. The NFHS says the R2, after checking each team’s lineup of players on the court shall use a cupped “c” and player’s number as described below under informal signals to identify floor captains to the R1.

However, the most frequent use of player numbers is the R2 signaling player numbers when there is a net foul or a center line fault. The informal signals that the R2 uses to communicate with the first referee are listed in the NFHS Volleyball Case Book/Manual where the NFHS advised: As mentioned in the pre-match section of the manual, informal hand signals used to enhance the match may be used for communication by the second referee to the first referee. Such additional signals might be: “When the second referee initiates a call, he/shall shall blow the whistle, move to the side of the net of the offending team and signal the violation. When the call involves a player in the net or across the line, the second referee indicates the number of the offending player. On calls by the first referee, the second referee steps away from the standards and repeats the first referee’s signal. The second referee does not repeat the first referee’s whistle.” The R2 is logically showing player numbers to the R1 who in turn typically shows the number of the player to the coach of the team on whom the net or centerline fault was called. There are other obvious values in have a standard convention for signaling numbers. The R1 is able to correct an error and is in a position to be looking at the team that committed the fault while being able to clearly identify for the coach which player committed the fault.

The following guidance is offered on when/how to signal player numbers:

Communication of numbers to first referee – When the second referee initiates an interruption of play for a center line or net violation, the number of the player is indicated to the first referee. The R1 repeats the number using the following method:

--Right hand is base hand for numbers 0-9, show appropriate fingers using right hand first (nine would be 5 fingers on right hand, 4 on left hand simultaneously); “ten” is closed fist with right hand, 11–19, combine above signals, giving right closed fist for ten first and then right/right-left combination for second digit; numbers 20 and above, show first digit with right hand and second digit with left or both hands successively. (23 would be two on right hand and 3 on left hand; 26 would be two on right hand, and then five on right hand and one on left hand at same time).”

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Net Foul/Center Line Violation – The NFHS says the second referee signals the first referee with right hand as base hand – Nos. 0-9: right or right/left combination; No. 10: right hand closed fist; Nos. 11-19: right fist then digits successively; Nos. 20 or more: first digit with right hand and second digit with right or both hands if necessary. R2, then R1, signals offender’s number.

However, the above instructions are not as clear as they could be and do not offer guidance regarding how the numbers “0” and “00,” in particular, should be shown. By noting that the right hand is base for numbers 0 – 9 but also stating that ten is shown as closed fist on the right hand, it appears that the number 0 and the number 10 would be shown the same way. This makes it unclear when a team has a player wearing 0 and another player wearing 10.

Numbers ending in zero should be shown by using the right hand for the 2 in 20, the 3 in 30, the 4 in 40 and the 5 in 50. For numbers higher than 50, referees use two hands to show the 6 in 60, the 7 in 70, etc., followed by the left fist closed to show the 0 in 20, 30, 40, 50, 60, etc. Showing “0” with closed fist on the left hand makes the most sense to distinguish “0” from “10 (closed fist on the right hand). To show “00,” the referees should use closed fists on both the left and right hands. A commonly understood signaling process and commonly used signals to indicate player numbers will help to promote effective communication.

Other Concerns:

When showing player numbers, it is important to not create confusion with signaling illegal multiple contacts (showing “2”) or 4 hits (showing “4”). The first referee should hold the player number signal in an area not used to show a foul involving number of player contacts. This could be at shoulder height and slightly to the side of the offending team as opposed to over the head where “2-hit” and “4-hit” signals are to be held.

As shown above, the closed left hand/fist is used to signal the number zero/“0,” a number used only in volleyball matches played using the NFHS rule set. To show double zero/“00,” the other number that is used only in volleyball matches played using the NFHS rule set, show left fist and right fist together. This appears to be the easiest, most understandable way of showing double zero. Below is a written description of how to show numbers followed by a graphic illustration.

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[See Chart in Appendix J – Visual Depiction of Signaling Numbers]

Initial approach to player number hand signals

Interpreting signaling player numbers for 1 – 10: Except for 00, right hand closed represents 10 and left hand closed represents 0 (zero).

#0, use left hand closed (clenched into a fist) to distinguish from right hand closed (clenched right fist) which is the signal for #10;

#00, use left hand closed (clenched)) and right hand closed (clenched) at the same time;

#1, use index finger of right hand;

#2, use index and middle fingers of right hand (consider holding hand off to the side to not confuse it with showing an illegal multiple contact/double hit);

#3, use thumb, index and middle fingers of right hand;

#4, use four fingers of right hand, no thumb (consider holding hand off to the side to not confuse it with showing 4 hits);

#5, use thumb and all four fingers of right hand;

#6, use all 5 digits of right hand and index finger of left hand;

#7, use all 5 digits of right hand, index and middle finger of left hand;

#8, use all 5 digits of right hand and thumb, index and middle fingers of left hand;

#9, use all 5 digits of right hand and index, middle, ring and small fingers of left hand;

#10, use right hand, closed fist;

Libero, use player’s uniform number or use the thumb and index finger of the right hand to form an “L” to indicate the libero when an open hand gesture isn’t clear enough and no one is looking at the libero’s number! Of course, this may be construed as calling someone a “loser.”

#11 – #15

Digits for 11, 12, 13, 14 and 15 involve using the closed right fist to indicate 10 while at the same time showing the single digits in the left hand at the same level as the closed right fist.

#16 – #19

Digits for 16 – 19 involve using the closed right fist to indicate 10 followed by showing the 6 through 9 as noted above.

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[For #16, you show 10 (closed right fist) followed by 6 (thumb and all fingers of right hand and index finger of left hand shown together). The same sequence is used for 17, 18, 19 – show closed right fist followed by the digits shown with two hands.]

#20, #30, #40, #50

Show the first digit (2, 3, 4, or 5) with the right hand with a closed fist on the left hand with both hands on the same level. It can be helpful to hesitate slightly before showing the closed fist left hand. [For #20, show index and middle fingers of right hand, followed by the raised closed left fist. Same approach for 30, 40 and 50.]

#60, #70, #80, #90

Show the first digit (6, 7, 8 or 9) on two hands as shown for the numbers 6, 7, 8 and 9 above, then show a closed fist on the left hand after a slight pause.

#21 - #25, #31 - #35, #41 - #45, #51 - #55

Show the first digit (2, 3, 4 or 5) on the right hand followed by the 1 through 5 on the left hand with both hands on the same level. A slight pause between showing right hand and then left hand can be useful!

#61 - #65, #71 - #75, #81 - #85, #91 - #95  

Show the first digit (6, 7, 8 or 9) on two hands as shown for the numbers 6, 7, 8 and 9 above, then show the remaining digits on the left hand after a slight pause.

#26 - #29, #36 - #39, #46 - #49, #56 - #59

Show the first digit (2, 3, 4 or 5) on the right hand followed by the 6 through 9 on both hands after a slight pause.

#66 - #69, #76 - #79, #86 - #89, #96 - #99  

Show the first digit (6, 7, 8 or 9) on two hands as shown for the number 6, 7, 8 and 9 above, then show the remaining digits on both hands after a slight pause.

A second document is a full chart in its most readable format showing the signaling of each number. See Appendix J for the full chart.

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XII POST-SEASON TOURNAMENT GUIDELINES INCLUDING STATE TOURNAMENTA. General Tournament Protocols

1. Contingent upon the selected State Tournament facility and access to a practice gym, time will be divided evenly among teams and in relationship to their schedule start time. Teams should be assigned separate times where they have privacy (are not sharing the gym) and are not observed by other teams.2. Teams are not permitted to take the court with volleyballs until after the conclusion of the meeting between coaches and captains. They are permitted to stretch off the court but not use volleyballs. Two ball carts with volleyballs will be provided. The OHSBVA will provide the practice balls for warm-ups.3. The published schedule in the form of brackets will position one team to be the home team for each match. The designated home team is responsible for notifying the head referee, Tournament Director or OHSBVA Executive Director of its choice of benches prior to the coin-toss meeting. In the interest of maximizing comfort for both teams, the home team head coach should choose the side of court the team will occupy for the first set BEFORE the visiting team coaching staff and/or players arrive courtside. This will avoid a situation where the visiting team sets its stuff down on one side and then has to move.4. At minimum, the National Anthem will be played for the first match of each day of the tournament as in other volleyball events. The playing of our National Anthem on Memorial Day weekend will serve as a tribute to the men and women who served in our Armed Forces and fought for freedom. A decision is needed each State Tournament regarding how frequently the National Anthem is to be played.

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APPENDIX A – Coaches Code of EthicsThe function of a coach is to educate students through participation in interscholastic competition. An interscholastic program should be designed to enhance academic achievement and should never interfere with opportunities for academic success. Each student should be treated with the utmost respect and his or her welfare should be considered in decisions by the coach at all times. Accordingly, the following guidelines for coaches have been adopted by the NFHS Board of Directors.

The coach shall be aware that he or she has a tremendous influence, for either good or ill, on the education of the student and, thus, shall never pace the value of winning above the value of instilling the highest ideals of character.

The coach shall uphold the honor and dignity of the profession. In all personal contact with students, officials, athletic directors, school administrators, the state high school athletic association, the media and the public, the coach shall strive to set an example of the highest ethical and moral conduct.

The coach shall take an active role in the prevention of drug, alcohol and tobacco abuse.

The coach shall avoid the use of alcohol and tobacco products when in contact with players

The coach shall promote the entire interscholastic program of the school and direct the program in harmony with the total school program.

The coach shall master the contest rules and shall teach them to his or her team members. The coach shall not seek an advantage by circumvention of the spirit or letter of the rules.

The coach shall exert his or her influence to enhance sportsmanship by spectators, both directly and by working closely with cheerleaders, pep club sponsors, booster clubs, and administrators.

The coach shall respect and support contest officials. The coach shall not indulge in conduct which would incite players or spectators against the officials. Public criticism of officials or players is unethical.

The coach should meet and exchange cordial greetings with the opposing coach to set the correct tone for the event before and after the contest.

The coach shall not exert pressure on faculty members to give students special consideration.

The coach shall not scout opponents by any means other than those adopted by the league and/or state high school athletic association.

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APPENDIX B – Officials Code of Ethics Officials at an interscholastic athletic event are participants in the educational development of

high school students. As such, they must exercise a high level of self-discipline, independence and responsibility. The purpose of this Code is to establish guidelines for ethical standards of conduct for all interscholastic officials.

Officials shall master both the rules of the game and the mechanics necessary to enforce the rules, and shall exercise authority in an impartial, firm and controlled manner.

Officials shall uphold the honor and dignity of the profession in all interactions with student-athletes, coaches, athletic directors, school administrators, colleagues and the public.

Officials shall prepare themselves both physically and mentally, shall dress neatly and appropriately, and shall comport themselves in a manner consistent with the high standards of the profession.

Officials shall be punctual and professional in the fulfillment of contractual obligations.

Officials shall remain mindful that their conduct influences the respect that student-athletes, coaches and the public hold for the profession.

Officials shall, while enforcing the rules of play, remain aware of the inherent risk of injury that competition poses to student-athletes,. Where appropriate, they shall inform event management of conditions or situations that appear unreasonably hazardous.

Officials shall take reasonable steps to educate themselves in the recognition of emergency conditions that might arise during the course of competition.

Officials shall maintain an ethical approach while participating in forums, chat rooms and all forms of social media.

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APPENDIX C – INCIDENT REPORT FORMItems that should be reported include, but are not limited to, significant conduct issues by any participant including an official or a coach including incidents leading to ejections of players or coaches including where officials’ behavior was questionable; outstanding sportsmanship during a match or tournament or particularly poor sportsmanship; and any questions involving ethics of anyone involved in an OHSBVA match. Please print neatly.

Your name: _________________________________ Home phone: _(_____)______________

Mailing address:_________________________________ Work phone _(____ )_______________

_________________________________ Fax: ( )_______________

E-mail address: _________________________________ Best time to call: ______________________

Team name: _________________________________

Event: _________________________________ Date and time:________________________

Report topic: Player Ejection Coach Ejection Other Ejection Facility Equipment Sportsmanship

Other ______________________________________________________________________________

Your position at this event: Tournament Director Coach Parent

(check one) Paid Official Player Other ____________________

Regarding Tournament Director name:_______________________________________

(check one) Paid Official name:_______________________________________

Coach name, team:_______________________________________

Player name, team, number:_______________________________________

Parent name: _______________________________________

Other name, role: _______________________________________

Comments:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

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Signature:_____________________________________________________________ Date:___________________

Within seven days of the incident, please complete this form, sign and email the Word document to:

Craig Erford, President, OHSBVA Email: cmerford@gmail.com

Also, within 24 hours please contact the Executive Director at executivedirector@ohioboysvolleyball.com

and the State Officials’ Coordinator at stateofficialscoordinator@ohioboysvolleyball.com to notify them

regarding the incident and copy these individuals.

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APPENDIX D – OHSBVA RATING OF R1 Teams ________________________ (Sets Won _____) vs. ___________________________ (Sets Won ____)

Site _________________________ Date/Time__________________ Difficulty (1 easy, 5 max)_ ___________

R1 _________________________________________ R2 _________________________________________

SCALE: 5 = Excellent skills demonstrated, post-season level performance; 4 = Above average performance, post-season level performance;3 = Average skills demonstrated; 2 = Below acceptable standards; 1 = Significant problems.

Comments are welcome, and required for any category where a 1 or 2 rating is given.

CATEGORIES & COMMENTS

Communication & Interactions (Clear & appropriate signals; proper mechanics; effective verbal/non-verbal communication with players, coaches, R2; centering; effective use of line judges)

Professionalism & Comportment (Punctuality; appearance; approachability; impartiality; not influenced by teams or fans; body language & facial expressions; respect shown for participants)

Ball Handling Consistency (Team-to-team, early-to-late, set-to-set, skill-to-skill consistency, setter/non-setter consistency, and in accordance with acceptable standards for the level of the match)

Ball Handling Decisions & Judgment (Enter 1-5 score to indicate the quality of decisions, and if a particular type of play below was frequently misjudged, please circle it)

Sets by setters Sets by non-setters Setter dumps

Tips Net/block recoveries 1st/3rd team contacts

Net Play Rules Application & Decisions (Proper application of net-fault rule; identifying clear net faults; back-row or libero attacks; back-row blockers; illegally reaching over net)

Touches (Touches on attacks that don’t cross net or 4-hits; touches on block or defense on balls that cross net)

Other Decisions (Antennas, “pancakes”, proper application of center line rule, ball no longer on plane of net)

Match Control (Warm-up administration, controlled behavior appropriately with verbal warnings and sanctions; displayed decisiveness; allowed R2 to work with coaches; set an appropriate & consistent match tempo)

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Comments: Scores of 4 and 5 represent an official whom you believe could do a good job as R1 for a State Tournament.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Visiting Team ___________________________ Home Team _________________________ Our team: WON LOST

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APPENDIX E – OHSBVA RATING OF R2 Teams ________________________ (Sets Won _____) vs. ___________________________ (Sets Won ____)

Site _________________________ Date/Time_________________ Difficulty (1 easy, 5 max) ___________

R1 _________________________________________ R2 _________________________________________

SCALE: 5=Excellent skills demonstrated, post-season level performance; 4=Above average performance; post-season level performance;3=Average skills demonstrated; 2=Below acceptable standards; 1=Significant problems.

Comments are welcome and should be provided to the assigner for a 1 or 2 rating.

CATEGORIES & COMMENTS

Communication & Interactions (Clear & appropriate signals; proper mechanics; effective verbal/non-verbal communication with players, coaches, scorer, libero tracker, partner; centering with R1; timeout & substitution administration)

Professionalism & Comportment (Punctuality; appearance; approachability; impartiality; anticipation of concerns; not influenced by teams or fans; body language & facial expressions; respect for participants)

Net Fault Decisions (Attentive to potential net contacts, applied rules appropriately regarding no-call net contact with player clothing)

Center Line Faults (good judgment used for fault/no-fault decisions based on OHSBVA center line rule)

Touches (On attacks that don’t cross net vs. 4-hits; touches on block or defense; leading R1 as appropriate)

Match Control (Warm-up administration, controlled player/coach behavior appropriately with verbal warnings & sanctions; displayed decisiveness; worked with coaches; contributed to appropriate/consistent match tempo)

Overlaps (Awareness of overlaps and position switches; player tracking; appropriate prevention)

Assistance to R1 (Ball handling when R1 screened; “pancakes”; back-row attacks/blocks; libero-related issues)

Rate Performance in Totality from 1 (lowest) to 5 (highest): Score: ______

Comments: Scores of 4 and 5 represent an official whom you believe could do a good job as R1 for a State Tournament.

_________________________________________________________________________________________________60

_________________________________________________________________________________________________

Visiting Team ___________________________ Home Team ________________________ Our team: WON LOST

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APPENDIX F – WHAT TO LOOK FOR

A REFERENCE CHARTR1 R2

Timely arrival, professional appearance, approachable but not trying to be a buddy”

Professional appearance, timely arrival

Impartial, not influenced by teams/fans, body language and facial expressions convey interest and attentiveness, calm demeanor throughout

Clear, appropriate, correct mechanics, effective verbal/non-verbal communications with players, coaches, R1, scorer and libero tracker

Clear, precise, comfortable signaling and mechanics (not rushed, coaches can tell what was called)

Respect shown for participants

Called hands consistently and reasonably for the level of the match.

Approachable, worked comfortably with coaches

Showed respect for participants Proper application of net fault rule Ball-handling consistency in accordance with

acceptable standards for level of match Proper application of center line rule (including

interference) Judgments in calling sets by setters, sets by non-

setters, setter dumps, tips Help with illegal back-row attacks/blocks and

reaching over and libero-related plays Judgments on 1st ball contacts Appropriate and facilitative administration of

time-outs and substitutions Judgment on 2nd and 3rd ball contacts sent to

opponent’s side Comfortable handling of unusual situations

including injuries and possible injuries Judgment on net/block recoveries Aware of overlaps and warning where possible

but calling clear ones Allowed partner first shot at calling net faults and

center line faults Not making inappropriate overlap calls that

could be prevented when the set/match are on the line

Proper application of rules governing play at the net including back row and over the net

Help with touches off the block/deep into court

Match control without dictating Resolution of scoretable issues

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APPENDIX G

Standardized Expectations for Tri-Meets, Quads, and Tournaments

The OHSBVA now mirrors the OHSAA in terms of procedures associated with quads, tri-meets and tournaments. Host schools are responsible for effective communications in contracting officials and providing sufficient details to participating schools, assigners and referees about a non-dual meet. The default for a non-dual meet is the best 2-of-3-set matches. The option of best-of-5-set matches involves a different pay rate for officials commensurate with the additional time for a best-of-5 match (1.5 times the amount of time allocated for best-of-3-set matches). Host schools are responsible for informing assigners regarding whether non-dual Varsity matches will be played using a best-2-of-3-sets match model or a best-3-of-5-sets match model. The standard is the best-2-of-3 sets model, and the variance is playing matches as best-3-of-5 sets. Unless otherwise specified in advance to all parties, it is assumed that all matches in tri-meets, quads and tournaments will be played as best-2-of-3 sets. Therefore, if a host school wishes to have a non-dual tri-meet, quad or tournament played using the best-3-of-5-sets model, this information must be shared with all participating schools as well as the assigner who is responsible for ensuring all referees who accept the assignment are willing and able to set aside about 4 and a half hours to 5 hours for the best-of-5 matches instead of about 3 to 3 ½ hours that are typical for best-of-3 matches. In instances where the host school doesn’t employer the services of an assigner, the host school has sole responsibility for ensuring everyone is informed regarding tournament format.

Pay Rate IssuesReferees accept being assigned to tri-meets, quads or tournaments based on the information shared with them by the assigner (or host school) and are contracted as such. If schools convey the correct information to the assigner, then referees who are considering requesting/accepting this assignment are in a good position to make an informed decision regarding whether to clear other obligations from their schedules to be able to devote the amount of time anticipated with some additional leeway (add an hour) in case the tournament runs long. No one wants to have one of the referees needing to leave before the event has concluded! It is not unreasonable to expect referees to consider whether they want to accept assignments based on the tournament design and pay rate. These are part of the terms and conditions of the contract. This means the school must provide sufficiently detailed information about format and pay to the person who assigns the officials. Problems arise when full/accurate information isn’t provided to the assigner IN ADVANCE, or if a host school changes its mind and wishes to switch formats for a tri-meet, quad or tournament.

If a referee accepts a contract for a tri-meet, quad or tournament that was communicated as best-2-of-3 sets, and the host school subsequently decides it wants to switch to best-3-of-5 sets, this requires the host school to communicate with and receive approval from the OHSBVA President or Executive Director even if there is concurrence on the part of all other participating schools.

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This is because the host school is changing terms/conditions for contracted officials, and it has put the officials who accepted assignment under one set of terms and conditions into an uncomfortable position from two perspectives. By the time the change in match format is announced, an assigned referee may have other plans that don’t accommodate the switch to best-of-5 matches and the additional time it takes to conduct the event. In addition, by the time the officials are informed of the desired change, there are no other comparable events that have not yet been assigned available for referees to even try to switch to in the interest of not losing revenue. Host schools are not free to change the terms and conditions of a contract without the consent of all participants including officials without approval by the OHSBVA.

This can avoid referees taking a double hit because, in the past, schools have switched from best of 3 to best of 5 without offering a pay adjustment to the referees who now have to spend one and a half times as long at an event. This is, in essence, a contractual change in rate of pay associated with a switch from best of 3 to best of 5. Overall, then, such a change is not fair to the referees who’ve committed based on information provided by the school to the assigner and then are pressured to accept lesser compensation for their time. It’s a contractual issue and a fairness issue.

In light of the above problems and in the interest of good communication and fair/equitable/planned and intelligent event management,, the OHSBVA has determined that there should be standardized expectations regarding all play dates other than those played in a standard F-JV-V or JV-V or F-V format where rates are already set by the conference and/or the school and clearly stated in the contract with match officials.

Varsity dual meets are typically best 3-of-5 matches although – by mutual consent and for unusual situations – a different arrangement may be made. Where this occurs, the OHSBVA President and/or Executive Director should be advised by the host school that a different arrangement needs to be made and the reason for such arrangement. In one instance, three teams were playing on a given date. The host school planned to play Visiting Team X as a dual meet using the best-3-of-5-set format. Visiting Team Y and Visiting Team X were not scheduled to play. Visiting Team Y had just played the host school recently and wanted to play the host school in a best-of-3-set format. The host school was amenable and contacted the Regional Referee Coordinator who secured permission from the OHSBVA for this format to be utilized. The decision was made on the facts presented and on a case-by-case consideration model.

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The proposal that follows addresses multi-match play-dates: tri-meets, quads and tournaments. In all of the situations described below, it is important for the host school to communicate the following:

1) start times;

2) whether the visiting schools will be expected to bring their own warm-up balls or whether the host school will have a sufficient number of balls in carts available for sharing for warm-ups;

3) whether visiting schools will be expected to bring a scorer, libero tracker, line judges, etc. or whether the host school will provide these support officials or some of them;

4) warm-up times (typically a full 20-minute warm-up for each team’s first match and a reduced warm-up like 10 minutes for a subsequent match – the teams may choose a modified format based on mutual agreement).

5) In addition, the pay rate should be clearly articulated to the referees as part of the assignment and confirmation process to ensure everyone is on the same page.

6) For any Freshmen or Junior-Varsity match, a best-2-out-of-3 format must be used with a third set played to 25 points, win by two.

7) Varsity non-dual meet matches will be addressed below.

Freshmen-Junior Varsity Matches in a Non-Dual Format

A. F-JV Tri-MeetsTri-meets typically involve 3 teams playing three matches on one court. Each team will play two matches on one play date. The host school sets and communicates the playing schedule and typically accommodates a team traveling a far distance with the opportunity to not arrive for the first match and play in matches 2 and 3. Or, a team may be given the option of playing the first two matches to get on the road earlier. Because no team plays more than two back-to-back matches, there is no requirement for giving a rest/food break, but such a break may be pre-arranged among the teams or mutually agreed to on the day of the tri-meet. The pay rate should be clearly communicated so the referees know the rate prior to accepting the assignment. It is helpful if referees know if there is a built-in break. This helps put everyone on the same page by knowing the terms and conditions of the assignment such as match times and pay rate. This, in turn, offers general guidelines on how much time the referees should plan on being there.

B. F-JV QuadsQuads involve 4 teams playing 3 matches each. If two courts are used, there are only 3 match times. However, if only one court is available, there could be 6 matches, and teams will automatically get a break and not play more than two consecutive matches. Match order and times should be clearly communicated to participating schools and referees. The pay rate should be clearly communicated so the referees know the rate prior to accepting the assignment. This helps put everyone on the same

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page by knowing the terms and conditions of the assignment such as match times, pay rate. This, in turn, offers general guidelines on how much time the referees should plan on being there.If a quad has two sets of referees working three matches each on two courts, there should be no pay-rate issues since the rate per match is part of the contract terms and conditions that the referees can choose to accept in agreeing to officiate. However, if a quad has one set of referees who will referee all 6 matches, the host school must be sure to clearly communicate to the assigner whether the standard rate that would be paid for a Freshmen or JV match will be paid for the six matches OR if there will be a different rate. By schools clearly communicating this information to/through an assigner, officials can determine if they’re willing to referee 6 best-of-3 matches for the rate offered.

For example, if a JV match would typically pay $28 and the school chooses to pay $25 x 6 ($150 for refereeing 6 matches), the referees can choose to accept the contract at this rate or not. If a Freshmen match would typically pay $27, and the school chooses to pay $25 x 6 ($150 for the day’s work), the referees can choose to accept this rate or not work the tournament. Nothing stops a school from paying a higher per match rate, of course.

C. F-JV TournamentsTournaments are defined as a host school inviting more than 4 teams (typically 6 or 8 teams) to play matches on one or more dates (first date/Friday matches typically are played as scrimmages where teams play two sets to 21 points and there is a cap). Once teams move past the scrimmage phase, matches are best-of-3 sets, and the host school should specify how the tournament will progress in terms of how many rounds and matches, starting times, etc.). Freshmen or Junior Varsity tournaments that are played on 4 courts typically are completed in 3 rounds. However, if played on 2 courts, there would be 6 rounds of play and teams would have breaks while waiting to play next.

If a tournament has two sets of referees who will each referee 6 matches, the host school must be sure to clearly communicate to the assigner whether the standard rate that would be paid for a Freshman or JV match will be paid for the six matches OR if there will be a different rate. By clearly communicating this type of information to/through the assigner, referees can determine if they are willing to work 6 best-of-3 matches for the rate offered. A tournament may involve mixing Freshman and JV teams.

Varsity Matches in a Non-Dual Format

A. Varsity Tri-meetsA Varsity tri-meet is defined as 3 Varsity teams playing three matches on one court. Each team will play two matches. The host school sets the schedule which may accommodate a team traveling a far distance the opportunity to play in matches 2 and 3 and not arrive for the first match or matches 1 and 2 and depart early. Because no team plays more than two back-to-back matches, there is no requirement for giving a rest/food break, but such a break may be pre-arranged among the teams or mutually agreed to on the day of the tri-meet. The assigner should be informed by the host school whether the standard best-2-of-3 format or the alternate best-3-of-5 format or will be used.

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The rate paid should be clearly communicated to the assigner and the contract (if there is one) should specify the rate of pay per match. The pay rate should then be clearly communicated by the assigner to referees considering the assignment so they are aware of the per-match rate prior to accepting the assignment. This helps put everyone on the same page by knowing the terms and conditions of the assignment (match times, pay rate). This, in turn, offers general guidelines on how much time the referees should plan on being there. In general, schools should consider paying 1.5 the regular Varsity pay rate for multiple best-of-5 matches in a tri-meet. Regardless, the rate and format must be determined in advance to allow the assigner to be able to communicate this in making assignments, and the contract should reflect this information.

B. Varsity QuadsA Varsity quad involves 4 Varsity teams playing 3 matches each. If two courts are used, there are only 3 match times. However, if only one court is available, there could be 6 matches, and teams will automatically get a break and not play more than two consecutive matches. Match order and times should be clearly communicated to participating schools, assigners and referees. The pay rate should be clearly communicated so the referees know the rate prior to accepting the assignment. This helps put everyone on the same page by knowing the terms and conditions of the assignment (match times, pay rate, with the best-of-3 or best-of-5 format providing general guidelines in terms of how much time the referees should plan to be there and avoid a time problem). Almost no one plays 6 best-of-5 matches in a quad anymore because it takes about 9 to 10 hours to play the quad.

C. Varsity TournamentsC. A Varsity tournament involves hosting more than 4 teams (typically 6 or 8). When played on 4 courts, each team would play three consecutive matches without a match off. The host school should specify how many courts will be used (typically 2 or 4) and the format (best of 3, best of 5) along with pay rates (informing the assigner who contracts the referees based on this information). If played as best-of-3-set matches, it should be specified whether third/deciding sets will be played to 25 points or 15 points. As long as terms and conditions are announced in such a manner as to yield no surprises to any involved party, then everyone accepts participation (playing or refereeing) with full informational disclosure.

The problem comes when there is a lack of communication and either one or more schools and/or the referees are unclear regarding whether the tournament is played as best-of-3 sets or best-of-5 sets and – for the referees – the pay rate for the amount of time the referees will be officiating. If – having attracted other schools to the event and having officials accept assignment under certain terms and conditions – the host school decides to change the terms/conditions, this can result in an untenable situation. There are really no emergencies that justify going from best-of-3 sets to best-of-5 sets. That’s a decision that needed to be made upfront and stayed with. However, if this occurs and ALL parties find the change acceptable, the OHSBVA does not foresee a problem UNLESS the rate of pay remains the best-of-3 rate for what are now best-of-5 matches.

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APPENDIX H – OHSBVA ADMINISTRATIVE AND RULE MODIFICATIONS - INTERPRETATIONS

 1. Non-disruptive coaching during live ball.

ONE coach may stand in the libero replacement zone and not closer than 6 feet from the court line during play to coach the team on the court without delaying the set or distracting the officials.

Commentary: The OHSBVA has taken a flexible stance in terms of circumstances in which coaches are permitted to be off the bench. In addition to the various circumstances covered in rule where a head coach may be standing, the OHSBVA allows 1) all coaches to be up and coaching the time on any dead ball as long as all coaches but one (for each team) are in the process of taking their seats when the R1 is ready to authorize service. The circumstances covered in rule include asking for a set interruption specified in the rules such as a time-out, substitution, lineup check; checking set score; verifying number of time-outs used or number of subs used; greeting a player being subbed out of the set; and cheering for an exciting play). A bigger variance is OHSBVA allowing one coach (and ONLY ONE COACH) to be standing and coaching the team on a live ball without being involved in “disruptive coaching” as long as the coach remains at least 6 feet back from the court within the libero replacement zone (outside the sub zone, not beyond the end line and not behind the team bench). Unlike OHSAA, the OHSBVA allows the standing coach to be an assistant coach and does not prohibit switching which coach is standing on any given rally.

Restrictions: A standing coach is not permitted to 1) interfere with any official’s view of the court including that of the R2 and the bench-side line judge; 2) enter the substitution zone; or 3) yell at the referees. The standing coach may not stand behind the team bench, may not stand beyond the end line and may not use the privilege to address the R1 or to argue judgment calls.

Interpretation: This OHSBVA rule exception was intended to allow each head coach to either stand and coach on a dead ball or to assign this role to one or more assistant coaches as long as only one coach is standing to coach the team during each live ball. All coaches other than the one who will remain standing must be in the act of talking their seats as the R1 is preparing to authorize service. A single coach being allowed to stand during play doesn’t imply being able to question judgment calls, address the R1 or block the view of the R2 or the bench-side line judge. Unlike NFHS/OHSAA, issuance of a card to a standing coach for disruptive coaching does not remove the right of any coach of that team to stand and coach on a live ball for the remainder of the match. However, a card issued to a coach who is standing during a live play for disruptive coaching (including distracting the officials, delaying the set, inappropriately addressing the R1, refusal to respond to preventive efforts/warnings from the R2, other forms of unsporting conduct, etc.) is to be given to the head coach in order to help correct the disruptive coaching.

This approach avoids the issuance of yellow cards/warnings to a series of assistant coaches who then continue acts of disruptive coaching while standing on a live ball. Since cards given to the head coach would typically be progressive in nature, the head coach would logically be motivated to stop the inappropriate behavior of assistant coaches who are being disruptive (including addressing/yelling at the R1 or otherwise interfering with the officiating crew doing its job).

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Cards given to a coach or player on the bench are given to the specific coach or player committing the unsporting behavior except that a card will be given to the head coach if the bench personnel committing the unsporting conduct cannot be identified.

A card for disruptive coaching being given to the head coach rather than the specific assistant coach should avoid a situation where cards are being used to stop a team from having someone stand and coach on a live ball. By the same token, this also avoids having one assistant coach after another being warned and then carded before a real consequence (loss of rally) occurs. The R2 is the person a HEAD coach should turn to with questions or concerns but not to constantly question judgment calls. As with all other rule-sets, for OHSBVA, judgment calls may not be questioned.

Coaches are allowed up on a dead ball to coach their teams, and one coach is allowed to stand on a live ball to coach the team. If a coach interferes with the R2 or line judge’s view of the court or enters the sub zone, a verbal warning should be issued to correct the situation. Repetition of the action leading to the warning would result in a card being issued to the head coach. However, a standing coach yelling across the court at the R1 is unacceptable. A warning is appropriate unless the behavior is extreme enough to merit card issuance. If issued, the color of the card should be commensurate with the coach’s action. On a controversial play, as long as the coaching staff is not ridiculous or disrespectful, the officials should be prepared to give a bit more leeway.

The OHSBVA is trying not to take away the privilege of having a coach able to stand and coach the team on a live ball. The current system that exists to address disruptive coaching can be used to have a yellow card/warning or red card/penalty issued to a standing coach be given to the head coach for failure to control the bench. The standing coach should remain no closer than 6 feet from the court.

The typical process to address disruptive coaching would be a verbal warning to try to stop disruptive behavior or unsporting conduct from continuing; issuance of a yellow card as a formal warning if the behavior continues. A red card/penalty is the next step in card progression. Removing a head coach (disqualification) should occur only if truly warranted. Referees are asked to exercise restraint in issuing cards, and head coaches are asked to avoid disruptive coaching and other actions/reactions that are unsporting in nature and require falling into a progressive penalty system.

Any action strong enough to merit a red card does not require an informal warning or a yellow card. The same is true of an action that is unsporting enough to require a disqualification. Warnings and a prevention approach should be used, if possible, to bring unacceptable behavior by a standing coach under control to avoid progressive penalties.

2. Changing the Line-up

Once the line-up sheet has been delivered to the R2 or scorer AND the deadline for lineup submission has passed, no change in line-up may be authorized without a normal substitution. However, if a player becomes ill after the submission of the lineup, the coach will be permitted to put another player in that position in the starting lineup without being charged a substitution.

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Commentary: NFHS rules allow a head coach to be able to replace a player in the starting lineup without penalty if the player is ill or injured as well as with substitution. No substitution is charged a team for illness or injury of a starting player and that player is then free to enter the set if well enough to play or the injury situation is resolved. There is no restriction in terms of where the “recovered” player may enter into the service rotation. It is as if the player was never entered onto the starting lineup.

Interpretation: Once the lineup has been delivered to the scorer or R2, no change in the team’s line-up may be authorized without a normal substitution with two exceptions. For the first set of a match, the lineups are due no later than two minutes before the conclusion of the timed warm-up period. Therefore, if a lineup has been submitted earlier than two minutes, the coach is permitted to make the change in the line-up without a substitution being required or rework the entire lineup. For subsequent sets, the deadline for submitting the line-up is two minutes after the end of the previous set, meaning prior to one minute showing on the clock for the start of the next set. Same guidelines apply.

3. Libero Serving

The libero may serve in one and only one position in the serve order in each set. However, there is a different handling of a libero attempting to serve in a second spot in the serve order in a given set. The libero is permitted to move from a position on the bench, having sat out at least one rally, or from an on-court position by replacing the player who would serve next and being replaced by the player whom the libero last replaced. These replacements must occur within the libero replacement zone, and the libero must be able to legally serve the next rally. This means that the libero may NOT have served in a different position in the serve order earlier in the set.

Commentary: This rule exception requires some additional commentary. IF the libero attempts to serve in a second spot in the serve order coming from the bench and having sat out at least one rally, the libero replacement is legal but if the serve is contacted by the libero, the libero is a wrong server, resulting in a wrong server fault. The R2 needs to know that the libero will be serving in a second position in the serve order but does nothing until service contact, then whistles for the illegal serve.

However, if the libero moves from an on-court position to attempt to serve in a second spot in the serve order, this is an illegal libero replacement. The R2 needs to know that the libero will be serving in a second position in the serve order moving from an on-court position and, as soon as it is apparent that the team is not self-correcting, the R2 whistles and shows a yellow or red card on the wrist to indicate a warning (YUD) or a penalty (RUD). If the serve is contacted, the penalty would be illegal alignment for the wrong server based on the following reasoning: the rules do not permit a libero to be replaced and remain on the court without sitting out a rally except if the libero is legally able to serve the next rally. Because the libero was not legally able to serve the next rally due to having served in another position in the serve order, the libero had to have left the court when the player whom the libero had last replaced returned to the court. By staying on the court, the libero has now replaced a second player without an intervening rally, and this is an illegal libero replacement, penalized with the appropriate delay sanction.

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4. Libero replacements

Libero replacements are unlimited, but there MUST be a rally between Libero replacements unless the Libero can legally serve the next rally. In all cases, the libero must be replaced by the same player whom the libero last replaced.

Interpretation: The penalties for an illegal libero replacement are tied to when the R1 has determined teams have had sufficient time to make a libero replacement or a request for substitution, time-out, lineup check, score check, etc. If a libero replacement is attempted once the R1’s arm is up to authorize service, an administrative delay (warning or penalty) may be charged; however, if service has been authorized, a loss of rally for Illegal Alignment (IA) is charged. All points scored by the offending team from the time an illegal replacement enters the set are removed unless the offended team wins a rally and has served before the error is discovered.

5. Set and Match Totals

Each player may play in up to six (6) set per opponent per day. A player entering a seventh set is considered an illegal substitution. Match officials should enforce this rule at the time of the illegal substitution or whenever this is discovered.

Commentary: This rule exception requires some additional commentary. First, the maximum number of sets per season for a player is an OHSBVA administrative rule. The number of participations against a common opponent on a given play date means that, in non-tournament play, sub-varsity players may not play in more than 6 sets without penalty.

Interpretation: The penalty to be charged for the illegal participation in a seventh set is forfeiture of the set by the offending team at the time the illegal substitution occurs. However, if the substitution is caught before the player enters the set, it shall be denied and an Unnecessary Delay penalty should be charged rather than forfeiting the set. If the illegal substitution is found to be in the set with but a single rally played with the player in the set, the set is forfeited at that time with the offended team receiving enough points to win the set while the offending team gets to keep the point it has earned up to that moment. If the illegal participation does not result in forfeiture of the set or sets in question during the match, clear documentation of the excessive participation after the match would result in the match being forfeited in favor of the offended team.

6. Player Changing Shirts without Leaving the Court Area Is Permissible – Self explanatory.

7. Substitutes Are Allowed to Stand outside the Team Bench/Chairs – A substitute is permitted to stand past the end of the bench without interfering with play. All non-playing team members (a) shall be seated on the designated team bench, or (b) if an eligible substitute, may stand past the end of the designated team bench provided they do not interfere with the officials' duties. The officials may designate where the team bench ends, should it not be clearly defined (such as when the team bench is part of the bleachers). If a standing substitute interferes with a teammate's attempt to play the ball, the rally is not replayed. Clarification added that the coaching staff may stand with the standing players outside the last chair without using the standing position to be disruptive.

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APPENDIX I – ESTABLISHING STANDARDS FOR CALLING HANDS: “UGLY” IS STILL NOT A BALL-HANDLING VIOLATION

Ball-Handling Criteria. On a team’s first contact, the ball cannot come to rest or be held, caught/thrown. On the second or third contact, the ball cannot be double-contacted, come to rest or be held, caught or thrown. It doesn’t matter what the player or the ball does before the contact is made or after contact is completed. All that matters is what happens while the player is in contact with the ball. Thus, we have the concept that “ugly” is not a ball-handling violation. Nor is inferior talent, poor technique, bad body position, contact sound or ball spin. If a player or the ball does something unusual or surprising, that is not necessarily a ball-handling error. Once these concepts are understood and incorporated into a R1’s decision-making, there is a sound base to judge ball handling. The key is that each R1 has to establish a standard by which to judge ball handling.

Judgment Standard. What is legal and allowed for ball handling is left to the R1’s discretion. Some R1s call it tighter or “by the book.” This standard does not leave much room for judgment error, especially at the higher competition levels where a ball-handling action may seem illegal but is executed legally because of the better playing skills. Other R1s call it loosely and let the players play. This standard is more apt to get complaints from coaches and players who favor tighter calls and, especially, teams with superior setter hands. Most R1s call it somewhere between these two limits. None of these approaches is inherently wrong. Each official establishes a ball-handling standard that’s personally comfortable to use and tries to have this standard within a range that players/teams/coaches find understandable. Whatever the standard the R1 sets, it has to be followed the entire match.

Consistency. In any given match, the teams and players will adapt to the R1’s judgment in calling ball-handling violations. Officials need to call the match in as consistent a manner as is humanly possible. Trouble starts when similar playing actions are not called the same way. To work toward consistency, the match officials have to observe both teams during warm-ups. They need to watch for peculiarities of each setter and tendencies of the hitters. This helps them determine a reasonable standard that they’ll be at ease in using that is in line with the players’ abilities and within a range that allows the match to play without being over-whistled. As taught to officials at the highest level of the game, the R1 needs to tilt the standard toward the skill level of the better team. We also have to think about adjusting to the competition level so that we make about the same number of ball-handling calls every match. This is a goal that aims at not refusing to make hands calls but calling only those ball-handling faults that have to be called to uphold a reasonable standard of play. Everything is complicated by the coaches have a different angle than the R1 on any given hands play.

Regardless, whatever standard the R1 starts the match with is the one that has to be adhered to for the entire match to allow the teams to know what is considered legal and illegal. The adage that is taught to officials is to not call a fault on a ball handle early in the match that the R1 would not want to call at the end of a tight set. In reality, the tendency that officials have is to allow looser hands when a set is on the line. This awareness can help officials set hands early in the match and sustain that level of calling hands throughout the match.

Judgment Technique. In judging ball-handling, officials need to avoid pre-judging a handle by how the ball handler is positioned to the ball. It’s important to zone in on only the player’s body parts making actual contact with the ball and evaluating what happens during (not before or after) the entire contact.

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If the ball comes to a stop, prolonged contact has occurred, and this violation should be called. An example is long setter hands when back-setting a “10” or lowering the set in setting a “1” or a “3” to a middle hitter. Extended contact with the ball constitutes a violation and should be called on first, second or third contact. The length of contact the official allows should be the same for all types of ball-handling actions.

A violation also should be called when a player starts the ball one way and then changes direction. And, if two body parts of the player touch the ball at separate instances during the team’s second or third contact, a double-hit violation should be called. This includes a player taking a free ball over the net on the third contact and there’s a double-hit. There’s no freebie on the third ball. Either prolonged or multiple contacts are illegal and should be called. The R1 should anticipate a violation, but keep whistle in check until it’s clear that there was a violation.

To help judge ball handling, officials are urged to practice what Corny refers to as the “Three R's.” Ready. Read the ball-handling action, and then React to whistle a violation when one occurs. The officials have to call only what they see. The R1 shouldn’t guess that a handling violation occurred. If screened from the action, the R2 needs to offer visual help in the form of an informal signal of prolonged contact or double hit or, if the R1 were clearly screened, this is a call where NFHS allows the R2 to whistle the fault if absolutely certain. Once the ball is released from player contact, and you consider the contact legal, the R1 should not track the ball after it goes above eye level. Instead, we are instructed to look ahead to the court area where the ball will end up. We have to identify the next likely ball handler and watch the hitters and blockers get into position. This will give the officials a better overall picture of the coming action and more time to get ready.

Keeping Up With The Action. The better the players, the faster the action is a given of the game of volleyball. The higher the level of play, the less time between ball contacts for the officials to prepare. One key for the R1 is to not follow a moving ball. The R1 needs to zoom forward with rapid eye and head movement to where the next contact might occur. During an attack, the R1’s view has to quickly shift from attacker to net to defense. The R1 observes all of the hitter’s attack, then skips to the net for possible contacts of the ball by the blockers. After the ball goes by the blockers, the R1 has to find the defensive player who will be playing the ball and get there before the ball arrives. If eyes are still moving and not focused at the moment of contact, it’s easier to miss a call.

Situations. Reality is that the ball may be handled in countless ways. Here are some rough sketches of more common situations. Live action may differ. The ball may slip off or out of the hands of a player receiving the ball with a setting motion. On the 2nd or 3rd contact, it’s likely a double-hit violation. On the first contact, it may be sloppy by being mangled or poorly controlled, but it’s probably legal. However, if the ball is “massaged” or over-controlled, then this should be considered prolonged contact, and a fault should be whistled. And this is one of those first-ball contact situations where if the ball rolls dramatically in the fingers, which is considered multiple contacts elsewhere, the general expectation is that some of these will be called prolonged-contact faults.

Another situation involves when a spike is blocked; the deflected ball can (and will!) fly anywhere. Players reacting quickly will do pretty much anything to keep the ball in play. The officials have to expect the unexpected. If the ball comes down at the net, the R1 should look for visual help from the R2 for a possible ball-handling violation or a contact with the bottom of the net, and the R2 needs to be prepared to help and to step out big with any help in the form of an informal signal. If a player pins the ball against the cable or net, it’s a violation, and the fault should be called. Also, the blocked spike may bounce back into the attacker.

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If the attacker is near the net and has a hand or hands above or near net height, the contact is considered a block. If the attacker is entirely below the top of the net and is making no defensive motion to deflect the ball, the R1 may see this as the first team contact. Regardless, the key is to visualize these situations in advance to react in a way that reflects rule knowledge and understanding to make the correct call. And, it helps to have the rule application in hand to short-phrase an explanation of a call or non-call after the play if the floor captain inquires reasonably about the situation.

Still another situation involves a power block, where the ball is pushed straight down with force in any direction by the blocker’s hands. The R1 has to ensure that the initial contact was made in front of the blocker and not directly over the blocker’s head. If not, the blocker more than likely started the ball forward then changed its direction down, which is a violation that should be called.

Now, let’s look at a power tip where the ball is pushed forward with force by the fingertips of the attacker. The attacker’s hand must already be moving forward before contact is made. If not, the ball was stopped upon contact with the stationary hand then projected forward, which is a violation. The R1 has to be alert for a catching action and throwing motion, a palming of the ball, a change in direction during contact, or a long distance in which the attacker stayed in contact with the ball. Any of these actions is a violation.

Another challenge involves a player who “deep-dishes” a set, staying in downward contact with the ball, then releasing it upward. Contact in handling a ball must be brief. If not, the contact probably will be extended in either distance or time, and should be a violation. Ball-handling rules are general in nature. Understanding and putting into practice the spirit of the rule and its nuances is one of the more difficult tasks for volleyball referees to master. Developing competence in ball-handling judgment is essential for all referees.

This officiating skill cannot remain static, however. It must evolve to keep up with any rules changes or advances in the game. The keys are to call all obvious ball-handling errors and to find a correct, flexible standard for borderline ball-handling actions with which the official is comfortable and can apply with consistency throughout a match. The article by Corny Galdones was published by the NFHS in June 2004 and clearly shows that the NFHS has changed its expectations of its officials in terms of ball handling. No one should get up on the stand in today’s game without understanding these concepts.

Ball ControlIn another article entitled “Ball Control - My View,” respected national official Wally Hendricks offers a perspective that affirms the concept of “over control” (which is prolonged contact for high school volleyball) versus “under control” when looking at the first contact. Wally contends that if a ball is over controlled, this contact should be called a fault for staying on the hands too long. For example, if a player takes a very low ball with his hands in an ugly way but the ball goes straight forward or down, then it shouldn't be called over control (prolonged contact). If, however, the player is able to catch the ball (it may look “pretty” to beach players) and use his wrists to make a nice pass to the setter, then it should be called as over control (prolonged contact).

Wally recommends forgetting about trying to differentiate between multiple contacts and “rolling” on the first contact because this can't be done. He noted that – if we had super-slow motion – we would see all the balls that “roll” up a player’s arm are actually a series of contacts rather than prolonged contact. However, because high school rules consider such handles to be prolonged-contact faults, these should be called as prolonged contact on a first contact, and an official should also call them the same way (illegal) on any

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second or third ball as either prolonged contact or multiple contacts, depending upon the angle for viewing the contact.

The “broom ball” where the ball is contacted high and goes backwards on receiving a serve or an attack is typically a legal play on a first contact because the contact involves under control; these are multiple contacts, and the uglier the better for multiple contacts. However, if an official truly believe there was prolonged contact, these should be called as faults, but not because it looked ugly. Most are appropriately judged as multiple contacts, play on for the first ball and called for either multiple contacts or prolonged contact on a second or third contact.

Wally contends that the problem faced by those observing ball handling is that our minds will tell us “too long” but our eyes are often not good enough to discern multiple contacts from a prolonged contact. On second and third balls, it doesn't matter. Both multiple contacts and holding the ball too long are illegal. Wally’s point was that R1s should be very careful about calling prolonged contact on a ball that the official’s mind says was on the hands too long if it’s the 1st contact without a really good view, looking for help from the R2 when the player is not facing the R1. On second and third, there was surely a fault and it needs to be call – it only matters to the officials which fault gets called!

The problem encountered here is that errors in judgment in differentiating prolonged contact from multiple contacts are much more critical on the 1st ball than on the 2nd ball. Therefore, there is an inherent problem when officials are taught to judge 1st contacts in the same way as 2nd and 3rd contacts. This is wrong because it is so difficult to get consistent performance in distinguishing prolonged contact from multiple contacts when our eyes are not good enough to differentiate “rolling” from multiple contacts.

Wally’s parting shot in his article was that if the “under control/over control method” is used, officials can be very consistent. He urges officials to basically try to drop the terms “lift” and “rolled” and replace them with “held” in thinking about prolonged contact. This judgment can be explained fairly easily to players/coaches who criticize calls and the concept allows greater consistency from official to official on 1st ball calls. That said, in matches played under NFHS rules, prolonged contacts are still supposed to be called when the R1 gets eyes to the contact point early and can clearly see that prolonged contact occurred.

In a follow-up article in another national publication entitled “Distinguishing Illegal Contacts from Double Contacts,” Wally goes on to analyze further, contending that – when the rules changed to allow multiple contacts on the first ball – officials were instructed to call illegal contacts (prolonged contact) on first contact based on the following concept: if the official would call a ball a prolonged contact fault on second contact (for over control), then a fault should also be called if this were the first contact as well. Unfortunately, most officials have used the illegal contact signal for a wide variety of hand plays that don’t just include prolonged contact but also include some double contacts.

Should we be surprised that there is STILL confusion among coaches and players about what will or should be called on the first ball? However, overall, R1s are now more consistent on first ball calls. Generally, the first ball is called an illegal contact only when the ball is held too long. The challenge now is for first referees to do a better job of applying this distinction to calls on second and third balls.

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An illegal contact typically involves the ball being held/caught and then thrown. Therefore, an illegal contact cannot occur on any ball that is in contact with a player for a short time. Illegal contacts will be over-controlled, resulting in prolonged contact, and generally come out with no spin in the direction that the player was attempting. Balls that are “under controlled” should be considered multiple contracts and should include all misplayed contacts that typically come out as a “helicopter” or in a direction that was not anticipated by the player. R1s probably need to call many more double contacts per match and many fewer illegal (prolonged) contacts than they are typically doing.

Officials should also remember that balls that are moving slowly will tend to rebound off a player’s arms only a short distance. From the first referee’s position, a ball that is played out of the net will appear to be on the player’s arm(s) for a long time if it makes a short rebound. This can appear as a ball “rolling” up the arm. A player can over control a ball with his hand. The ball might be caught between the arms or in the crook of the arm. But it cannot be caught on a straight arm or arms. Therefore, the R1 must be careful to allow short rebounds when players are playing the ball out of the net or at other times when the ball is coming to the player very slowly. Wally Hendricks’ guidance adds to our understanding of where we are as officials and what we need to do in improving how we call the game.

Overhand Receive of Serve/First BallEspecially in the past few years, coaches have taught and are teaching their teams to use the overhand pass for serve receive and to handle any first contact that is below the waist. Players are being taught this either as a supplement to bumping the ball or as a primary passing technique. Many officials are still in an adjustment period in dealing with the move from tight hands and players bumping the first ball to the loose hands typically associated with overhand passing of the first ball over the net, regardless of how hard the ball is hit. While this transition is taking place, officials probably have let more double hits play on even on second or third contact. This is the rollover effect. However, the rule change that removed multiple contacts as illegal when played with fingertip action did NOT change what is legal on the second or third contacts. Overall, officials probably need to tighten up a bit and make the setters work harder at getting into position to legally handle the second ball. In addition, officials need to do a better job of judging the third contact especially in terms of multiple contacts as the past two years have resulted in more and more balls "slopped" over the net on third contact and not being called. Remember that how first ball handles were supposed to change, not other contacts!

Anything Doesn’t Go!Allowing "anything goes" has become somewhat of a problem for officials still struggling with the transition to the game of volleyball as it is played, taught and officiated by today’s coaches, many of whom have players who play “club” volleyball part of the year and who are influenced by what they see in the college women's game. Our officials need to step up to the challenge and learn to set hands at a level that allows the players to play the game and that the official can call consistently from first rally to last. If the R1 is not going to want to call a minor double contact a handling fault on a set or third contact on set or match point, then he/she needs to allow that handle to play on throughout the match. This involves the R1 not setting hands so tight that he/she then has to make a call s/he doesn't want to make late in a tightly-contested match but to also not calling it so loose that ball-handling skill is taken out of the game. The charge here is to not take the set out of the hands of the athletes but also to call ball-handling faults that should be whistled when the match is on the line. Consistency and setting a reasonable level of hands is the key. Players will adjust if hands are called consistently. But today's officials are truly challenged to determine a reasonable level of calling hands that allows the set to flow without being over-whistled while still making calls on obvious ball-handling faults.

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SummaryBall handling for first ball contacts for OHSBVA matches is now probably very similar to what’s being called for USAV/NCAA matches. This means that the adjustment for boys who are playing JO volleyball under USAV rules from January through May and beyond is relatively minimal. However, there still are acknowledged differences that need to be handled with consistency. Coaches continue to expect calls for prolonged contact where the ball strongly rolls in the fingers on a first ball but also to play on (no call) for most first-ball mangles; this is probably one of the two greatest areas of contention in terms of ball-handling expectations for high school volleyball. It’s not worth arguing whether this difference is a good one or a bad one. It’s enough to acknowledge that many coaches still want some balls called as faults on a first contact.

To help make this type of call consistently, which helps teams/players adjust, the first referee needs to get a really good look at the body part with which the player is set to contact the ball including on the first contact. Prolonged contact is never legal but our skill is to know when a “mis-hit” ball represents prolonged contact and when it’s a legal, multiple contact with play continuing. Again, consistency allows players to know how to play the ball, and inconsistency typically results in players losing confidence in knowing what will be called as an illegal contact.

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